Teachers’ beliefs about memory
Previous research has indicated that laypeople, students and legal professionals often hold flawed beliefs about memory, and the present study sought to extend this area of research to the teaching profession. Are teachers’ beliefs about learning in line with the scientific consensus? A set of vigne...
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| Format: | Article |
| Language: | English |
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Slovak Academy of Sciences, Centre of Social and Psychological Sciences
2021-05-01
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| Series: | Studia Psychologica |
| Subjects: | |
| Online Access: | https://journals.savba.sk/index.php/studiapsychologica/article/view/212 |
| _version_ | 1818320997943607296 |
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| author | Jonathan Firth |
| author_facet | Jonathan Firth |
| author_sort | Jonathan Firth |
| collection | DOAJ |
| description | Previous research has indicated that laypeople, students and legal professionals often hold flawed beliefs about memory, and the present study sought to extend this area of research to the teaching profession. Are teachers’ beliefs about learning in line with the scientific consensus? A set of vignettes with contrasting options for classroom practice were presented to trainee and in-service teachers, and in each case a 7-point Likert scale prompted them to predict which would be the best course of action in terms of student outcomes. As hypothesized, responses were often out of line with research on ‘desirable difficulties’ in memory and learning such as retrieval practice, spacing, and interleaving, with choices indicating a lack of awareness of these evidence-based approaches, although they were more accurate than previous studies of students. Surprisingly, accuracy of response did not correlate with the duration of a teachers’ classroom experience; trainee teachers outscored in-service teachers, suggesting that recent familiarity with technical literature on learning could be advantageous. |
| first_indexed | 2024-12-13T10:33:54Z |
| format | Article |
| id | doaj.art-86c126fa9c474200b243f26242c64597 |
| institution | Directory Open Access Journal |
| issn | 0039-3320 2585-8815 |
| language | English |
| last_indexed | 2024-12-13T10:33:54Z |
| publishDate | 2021-05-01 |
| publisher | Slovak Academy of Sciences, Centre of Social and Psychological Sciences |
| record_format | Article |
| series | Studia Psychologica |
| spelling | doaj.art-86c126fa9c474200b243f26242c645972022-12-21T23:50:46ZengSlovak Academy of Sciences, Centre of Social and Psychological SciencesStudia Psychologica0039-33202585-88152021-05-0163210.31577/sp.2021.02.821Teachers’ beliefs about memoryJonathan Firth0University Of StrathclydePrevious research has indicated that laypeople, students and legal professionals often hold flawed beliefs about memory, and the present study sought to extend this area of research to the teaching profession. Are teachers’ beliefs about learning in line with the scientific consensus? A set of vignettes with contrasting options for classroom practice were presented to trainee and in-service teachers, and in each case a 7-point Likert scale prompted them to predict which would be the best course of action in terms of student outcomes. As hypothesized, responses were often out of line with research on ‘desirable difficulties’ in memory and learning such as retrieval practice, spacing, and interleaving, with choices indicating a lack of awareness of these evidence-based approaches, although they were more accurate than previous studies of students. Surprisingly, accuracy of response did not correlate with the duration of a teachers’ classroom experience; trainee teachers outscored in-service teachers, suggesting that recent familiarity with technical literature on learning could be advantageous.https://journals.savba.sk/index.php/studiapsychologica/article/view/212beliefsteaching practiceprofessional learningdesirable difficultiesmetacognition |
| spellingShingle | Jonathan Firth Teachers’ beliefs about memory Studia Psychologica beliefs teaching practice professional learning desirable difficulties metacognition |
| title | Teachers’ beliefs about memory |
| title_full | Teachers’ beliefs about memory |
| title_fullStr | Teachers’ beliefs about memory |
| title_full_unstemmed | Teachers’ beliefs about memory |
| title_short | Teachers’ beliefs about memory |
| title_sort | teachers beliefs about memory |
| topic | beliefs teaching practice professional learning desirable difficulties metacognition |
| url | https://journals.savba.sk/index.php/studiapsychologica/article/view/212 |
| work_keys_str_mv | AT jonathanfirth teachersbeliefsaboutmemory |