2022 Volume 46 Issue 2 Pages 363-376
This study aims to clarify the influence relationship between changes in classroom practice and beliefs about teaching among novice faculty through their Preparing Future Faculty (PFF) Program experience. For this purpose, a longitudinal study was conducted on 6 participants in a PFF program designed to introducte of active learning. As a result, it was confirmed that there were cases in which both teaching practice and beliefs changed, neither changed, and teaching practice changed but beliefs did not change. It was found that there were two types of change in classroom practice: “autonomous change”, in which teachers change their classroom practice by their own choice as a result of changes in beliefs and knowledge, and “heteronomous change”, in which teachers change their classroom practice without changing their beliefs due to influences from external domains such as training and school culture. In addition, it was suggested that even in the case of “heteronomous change”, when the educational effects are sufficiently recognized through the support of experts, it may lead to a change in beliefs about teaching, which in turn may lead to “autonomous change”.
