Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan
Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching stra...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2024-09-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440241281852 |
| _version_ | 1827075120928129024 |
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| author | Mari Fukuda Tatsushi Fukaya Takashi Kusumi |
| author_facet | Mari Fukuda Tatsushi Fukaya Takashi Kusumi |
| author_sort | Mari Fukuda |
| collection | DOAJ |
| description | Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels. |
| first_indexed | 2025-03-20T01:36:56Z |
| format | Article |
| id | doaj.art-f6502e4d0a064caf9beb05e4faa10f4b |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2025-03-20T01:36:56Z |
| publishDate | 2024-09-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-f6502e4d0a064caf9beb05e4faa10f4b2024-10-06T07:04:16ZengSAGE PublishingSAGE Open2158-24402024-09-011410.1177/21582440241281852Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in JapanMari Fukuda0Tatsushi Fukaya1Takashi Kusumi2Simon Fraser University, Vancouver, CanadaHiroshima University, JapanKyoto University, JapanExisting meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.https://doi.org/10.1177/21582440241281852 |
| spellingShingle | Mari Fukuda Tatsushi Fukaya Takashi Kusumi Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan SAGE Open |
| title | Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan |
| title_full | Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan |
| title_fullStr | Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan |
| title_full_unstemmed | Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan |
| title_short | Differences and Relationships Between Teachers’ Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan |
| title_sort | differences and relationships between teachers pedagogical beliefs and teaching strategies used at different school levels in japan |
| url | https://doi.org/10.1177/21582440241281852 |
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