Journal of Research in Science, Mathematics and Technology Education

The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction 

Slavica Šimić Šašić 1,
Ana Šimunić 1,
Anita Ivković 2,
Ana Ključe 2
1 University of Zadar 2 University of Zadar
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Journal of Research in Science, Mathematics and Technology Education, Volume 1, Issue 2, May 2018, pp. 207-227
OPEN ACCESS VIEWS: 640 DOWNLOADS: 306 Publication date: 15 May 2018
ABSTRACT
The literature and research results suggest that teachers' behavior in the classroom is under the strong influence of teachers' beliefs about their own role in the educational process. The aim of this study was to examine the perception of teacher's professional roles and teacher's beliefs about teaching, and their correlation with the quality of teacher interaction. The study was conducted on a sample of 99 primary school teachers. The perception of the role of teachers and pupils was examined by the metaphor technique, and the Approaches to Teaching Inventory and Questionnaire on Teacher Interaction were applied. The results show that teacher beliefs differ depending on the research approach. The qualitative approach shows a dominant protective - traditional orientation in understanding the role of a teacher, and a typical traditional orientation in understanding the role of pupils, while the quantitative approach based on teacher self-assessments points to the dominance of the constructivist approach focused on the pupil. There was also a weak correlation between teacher beliefs and teacher interpersonal behavior, which is considered in the context of data collection technique, teacher self-assessments.
KEYWORDS
Teacher professional identity, teacher beliefs, quality of teacher interaction
CITATION (APA)
Šašić, S. Š., Šimunić, A., Ivković, A., & Ključe, A. (2018). The Correlation of Perceptions of Professional Roles and Teacher Beliefs with the Quality of Teacher Interaction . Journal of Research in Science, Mathematics and Technology Education, 1(2), 207-227. https://doi.org/10.31756/jrsmte.125
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