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Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review

Abid Hussain Shahzad, Irshad Hussain, Rafaquat Ali, Martin Valcke UGent and Khalid Khurshid (2017) EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION. 13(10). p.6583-6596
abstract
Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers’ pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher’s pedagogical beliefs. The study recommends that the teachers’ cognitions i.e., teachers’ pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
didactical strategies, teacher cognitions, pedagogical beliefs, initial teacher education
journal title
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
volume
13
issue
10
pages
12 pages
publisher
Modestum Limited
Web of Science type
Article
Web of Science id
000414587900016
ISSN
1305-8215
1305-8223
DOI
10.12973/ejmste/78159
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
8558528
handle
http://hdl.handle.net/1854/LU-8558528
date created
2018-04-06 10:19:17
date last changed
2018-05-15 13:10:53
@article{8558528,
  abstract     = {Didactical strategies are one of the most influential vehicles that directly contribute to transforming knowledge. Varying types of didactical approaches are being adopted and implemented in the preparation of future teachers in the initial teacher education set up. The current conceptual paper is based on rigorous literature review on the typologies of didactical strategies adopted in the initial teacher education. The purpose of this conceptual and theoretical study is to evaluate and contrast varying didactical approaches while navigating through literature. The study also aims at exploring the interrelationship of didactical approaches with teacher cognitions i.e., teacher pedagogical beliefs. The methodology of this study based on the selection of six types of didactical strategies by Van De Grift (2007) and to compare and contrast them with other typologies available in literature and to explore the interrelationship with teachers{\textquoteright} pedagogical beliefs. The study concludes that the varying typologies of didactical strategies are being adopted and implemented in the ITE set up and these strategies have strong relationship with teacher{\textquoteright}s pedagogical beliefs. The study recommends that the teachers{\textquoteright} cognitions i.e., teachers{\textquoteright} pedagogical beliefs may be included in the curriculum when preparing future teachers in the initial teacher education setting. These findings are substantial for policy makers, curriculum developers, head teachers, and other stakeholders in the initial teacher education.},
  author       = {Shahzad, Abid Hussain and Hussain, Irshad and Ali, Rafaquat and Valcke, Martin and Khurshid, Khalid},
  issn         = {1305-8215},
  journal      = {EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION},
  keyword      = {didactical strategies,teacher cognitions,pedagogical beliefs,initial teacher education},
  language     = {eng},
  number       = {10},
  pages        = {6583--6596},
  publisher    = {Modestum Limited},
  title        = {Typologies of didactical strategies and teachers{\textquoteright} pedagogical beliefs : a theoretical review},
  url          = {http://dx.doi.org/10.12973/ejmste/78159},
  volume       = {13},
  year         = {2017},
}

Chicago
Shahzad, Abid Hussain, Irshad Hussain, Rafaquat Ali, Martin Valcke, and Khalid Khurshid. 2017. “Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs : a Theoretical Review.” Eurasia Journal of Mathematics Science and Technology Education 13 (10): 6583–6596.
APA
Shahzad, A. H., Hussain, I., Ali, R., Valcke, M., & Khurshid, K. (2017). Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 13(10), 6583–6596.
Vancouver
1.
Shahzad AH, Hussain I, Ali R, Valcke M, Khurshid K. Typologies of didactical strategies and teachers’ pedagogical beliefs : a theoretical review. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION. Modestum Limited; 2017;13(10):6583–96.
MLA
Shahzad, Abid Hussain, Irshad Hussain, Rafaquat Ali, et al. “Typologies of Didactical Strategies and Teachers’ Pedagogical Beliefs : a Theoretical Review.” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION 13.10 (2017): 6583–6596. Print.