This document summarizes a presentation that critically examines teachers' beliefs, values, and assumptions about children, learners, learning, teaching, and knowledge. It discusses traditional views that see the teacher as authoritarian and students as passive, and alternative constructivist views that see the teacher as a facilitator and students as active learners. It also examines how teachers' assumptions about knowledge can influence their perspectives, and how considering learners and content as flexible rather than fixed can shift approaches to teaching. The document analyzes challenges in applying constructivism and the need to better understand interactions between views of content and students.

1. critically examine teacher belief, values, assumptions
about children,learners,learning,teaching and knowledge
Supervisor:-Dr. M. Rajendran sir
By : - Ranthu Munda & Mithlesh Kumar
(Central Institute of Education, University of Delhi)
Perspectives on teachers and teaching
शिक्षक के छात्रों, अधिगमकर्ाा, अधिगम, शिक्षण और ज्ञान के प्रतर् विश्िास,
मूल्यों, और कल्पना(मानी हुई बार्ों) की समालोचनात्मक जााँच करना
Presentation on

2. Who is teacher?
Teacher’s values about children, learning and knowledge
Teacher belief: -The four sets of beliefs about teaching and learning
are at the core of the educational enterprises
A Glance Back: Educational Reform in the 1960s by teachers and
educationists
Teachers assumption: - Changes in Epistemological Assumptions
Changes in Teachers’ Views about Teaching and Learning
The Learner and the Content Viewed as Separate and Fixed Entities
by teacher (teachers assumption about knowledge )

3. Critically
examine
teacher’s
Belief
values
Assumption
About
Children
learners
learning
teaching
knowledge

4. Teachers are important agents of change in
the reform in education and expected to play
a key role in changing schools and
classrooms

5. Teacher’s
empowerment
Political goal
(professional authority)
Issue of
curriculum
instruction
Policy & Act
Epistemological
goal Change in
Method
Skills
Technique

6. Teacher’s
assumption
Traditional
educational
system
Autocratic
Teacher
Passive student
Telling -
listening
Constructivist
system
Teacher as
Facilitator
Active student
Transmission of
knowledge

7. .
 Individual must dissatisfied
with their existing belief in
some way
 Individual must find the
alternative both intelligible
and useful in extending their
understanding to new
situations
 They must figure out to
connect the new belief with
their earlier conceptions
 .
.

8.  There is tendency to think both learner and content as
relatively fixed entities
 Naïve constructivism
 Perpetuates a distinction
 The curriculum

9. innovative curricula
substantive structure
of the discipline
getting students to
become more
proficient generators
and users of knowledge
Syntactic
Nature of schooling
 .

10.  It now the relationship between content and process is
more complex and interactive than originally thought.
 The methodology of a discipline is so much affected by the
concepts and theories that are current that the attempt to
separate them is completely artificial
 disciplinary structure- Disciplines can best be thought of as
living entities, “bodies of knowledge that are in constant
flux, growing and changing
 Knowledge claims are the product of a social process
 in all the disciplines, there is considerable room for the
exercise of judgment and creativity

11.  Constructivism is relatively new on the educational
scene; many of its implications have yet to be spelled
out. This is particularly true in the case of
constructivist views of teaching
 Constructivist theory is attractive when the issue of
learning is considered; deep-rooted problems arise
when attempts are made to apply it to instruction

12. The importance of individual differences
The role of knowledge about content
The Interaction of Views about Content and Views
about Students
The Interaction of Views about Content and Views
about Students-

13. References
 https://www.jstor.org/stable/1085493?seq=1&cid=pdf-
reference#references_tab_contents
(Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective RICHARD
S. PRAWAT Michigan State University )