Teachers’ Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)
Bibliographic record
Abstract
This study explored the EFL teachers’ beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively selected participants to gain in-depth understanding about the teachers’ beliefs, their perceived practice and actual classroom practice. The teachers were interviewed to elicit their subjective views about their beliefs and perceived practice regarding the themes, teacher-centered and learner-centered teaching in the context of their instructional practice. The observations were carried some time after the interviews had been completed. The teachers were observed for the purpose of exploring to what extent their beliefs were reflected in their classroom practice. COLT (Communicative Orientation of Language Teaching) Observation Scheme was utilized as the data collection instrument. 10 EFL teachers were purposively selected by criterion sampling as the participants of the investigation. An equal number of experienced male and female teachers who were similar in terms of length of experience were selected for the in-depth interviews and observations on voluntary basis. Findings of the study revealed that regarding teacher-centered and learner-centered teaching, teachers showed some variations in their stated beliefs. The interview data indicated that although the teachers expressed their beliefs in Constructivist learning and teaching, and both Constructivist and Traditional, their perceived practice was Traditional (except one teacher for whom it was both). However, the findings based on the observational data showed that Traditional practice was more frequent than communicative potentially Constructivist practice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".