Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs)
This paper argues that issues related to pre-service teachers’ beliefs about teaching and learning can no longer be limited to research findings. There is an urgent need for such findings to inform curricular choices in teacher education programmes. The existence of these beliefs can no longer be ig...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Noyam Journals
2022-09-01
|
| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/ehass2022392/ |
| _version_ | 1827881326337851392 |
|---|---|
| author | Peter Oluwaseun Merisi Ansurie Pillay Emmanuel Mfanafuthi Mgqwashu |
| author_facet | Peter Oluwaseun Merisi Ansurie Pillay Emmanuel Mfanafuthi Mgqwashu |
| author_sort | Peter Oluwaseun Merisi |
| collection | DOAJ |
| description | This paper argues that issues related to pre-service teachers’ beliefs about teaching and learning can no longer be limited to research findings. There is an urgent need for such findings to inform curricular choices in teacher education programmes. The existence of these beliefs can no longer be ignored in the choices that shape the teacher education curricula. There is a need to acknowledge the important role they play in pre-service teachers’ professional identities, and thus require integration into the formation of future teachers’ being. Thus, the paper argues that persistence in ignoring pre-service teachers’ beliefs about teaching and learning may continue to produce unreflective, unprepared graduates who lack confidence both in themselves and in the institutions that produce them. Hence, this theoretical paper proposes the beliefs acceptance model (BAM) which combines elements of the metacognitive and attribution theories as a framework for understanding why it is essential to foreground the beliefs of pre-service teachers in teacher education programmes. The primary aim of this paper is to examine how both theories, conceptualised as a model, can be used to engage with pre-service teachers’ beliefs about teaching and learning in teacher education programmes. This paper will not only contribute to knowledge in the teacher education programmes, but can also be useful for curriculum planners and other stakeholders in higher education institutions in general. |
| first_indexed | 2024-03-12T18:35:58Z |
| format | Article |
| id | doaj.art-81254f385db04248b6477a2e09daa495 |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-03-12T18:35:58Z |
| publishDate | 2022-09-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-81254f385db04248b6477a2e09daa4952023-08-02T08:02:01ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222022-09-0139382392https://doi.org/10.38159/ehass.2022392Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs)Peter Oluwaseun Merisi0https://orcid.org/0000-0001-7753-8034Ansurie Pillay1https://orcid.org/0000-0002-9174-0543 Emmanuel Mfanafuthi Mgqwashu2https://orcid.org/0000-0001-6547-5021Faculty Teaching and Learning Support, Centre for Teaching and Learning, North-West University – South Africa.School of Language and Arts Education, University of KwaZulu-Natal, South Africa. Faculty Teaching and Learning Support, Centre for Teaching and Learning, North-West University – South Africa.This paper argues that issues related to pre-service teachers’ beliefs about teaching and learning can no longer be limited to research findings. There is an urgent need for such findings to inform curricular choices in teacher education programmes. The existence of these beliefs can no longer be ignored in the choices that shape the teacher education curricula. There is a need to acknowledge the important role they play in pre-service teachers’ professional identities, and thus require integration into the formation of future teachers’ being. Thus, the paper argues that persistence in ignoring pre-service teachers’ beliefs about teaching and learning may continue to produce unreflective, unprepared graduates who lack confidence both in themselves and in the institutions that produce them. Hence, this theoretical paper proposes the beliefs acceptance model (BAM) which combines elements of the metacognitive and attribution theories as a framework for understanding why it is essential to foreground the beliefs of pre-service teachers in teacher education programmes. The primary aim of this paper is to examine how both theories, conceptualised as a model, can be used to engage with pre-service teachers’ beliefs about teaching and learning in teacher education programmes. This paper will not only contribute to knowledge in the teacher education programmes, but can also be useful for curriculum planners and other stakeholders in higher education institutions in general.https://noyam.org/ehass2022392/attribution theoryteaching and learningmetacognitive theorypre-service teachersteacher educatorsacademic developersbeliefs acceptance model |
| spellingShingle | Peter Oluwaseun Merisi Ansurie Pillay Emmanuel Mfanafuthi Mgqwashu Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs) E-Journal of Humanities, Arts and Social Sciences attribution theory teaching and learning metacognitive theory pre-service teachers teacher educators academic developers beliefs acceptance model |
| title | Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs) |
| title_full | Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs) |
| title_fullStr | Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs) |
| title_full_unstemmed | Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs) |
| title_short | Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs) |
| title_sort | beliefs acceptance model bam a tokenistic approach to reconceptualising knowledge in teacher education programmes teps |
| topic | attribution theory teaching and learning metacognitive theory pre-service teachers teacher educators academic developers beliefs acceptance model |
| url | https://noyam.org/ehass2022392/ |
| work_keys_str_mv | AT peteroluwaseunmerisi beliefsacceptancemodelbamatokenisticapproachtoreconceptualisingknowledgeinteachereducationprogrammesteps AT ansuriepillay beliefsacceptancemodelbamatokenisticapproachtoreconceptualisingknowledgeinteachereducationprogrammesteps AT emmanuelmfanafuthimgqwashu beliefsacceptancemodelbamatokenisticapproachtoreconceptualisingknowledgeinteachereducationprogrammesteps |