El-Sawaf, Mona Mohammed Fouad (2007)

405 Pages·2013·41.53 MB·English

El-Sawaf, Mona Mohammed Fouad (2007) Educational beliefs
development with pre- and in-service teachers using Perry's model: a
cross-cultural study.

PhD thesis

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UNIVERSITY
Of
GLASGOW
Educational Beliefs Development with Pre- and In-Service
Teachers Using Perry's Model: A Cross-Cultural Study
by
Mona Mohammed Fouad EI-Sawaf
B.Ed., Special Diploma in Education
A thesis submitted in fulfilment of the requirements
for the degree of Doctor of Philosophy.
Centre for Science Education
Educational Studies
Faculty of Education
University of Glasgow
© Mona El-Sawaf
, 2007
(, , 'I I
In the name of Allah. Most Graciou . Most Merciful
"Shall we tell you of those who lose most in respect of their deeds? Those whose
effort goes astray in this life, while they thought that they were acquiring good
by their works?"
[ Surat Al Kahf 18: (103, 104) ]
Dedicated to my beloved husband Ayman Hassan El A/fy,
F or his endless love and support,
F or his astonishing kindness and patience,
Without him this thesis would not have been possible.
Also dedicated to my little princesses, the joy of our life, Roaa and Hana.
Ahstracl
Abstract
In change implementation, there is a strong belief that teachers are important agents of
reform. Paradoxically, however, teachers are also viewed as the major inhibitors to
educational change. Many research studies have suggested that teachers' beliefs are
outdated, rooted in an old educational system and are difficult to change.
Contrary to the prevailing thinking about beliefs change, Perry (1970). in his model of
"Intellectual and Ethical Development", described structural cognitive and ethical changes
that take place during students' experiences in university education. The research reported
here used Johnstone's (1998) adaptation of Perry's (1970) scheme of "Intellectual and
Ethical Development" to investigate pre- and in-service teachers' belief change. to
examine whether teachers' beliefs are rooted in a Victorian system and whether they arc
facilitators or inhibitors of educational change?
Using quantitative and qualitative approaches, the current study traced the development of
the beliefs of cross sectional groups of pre- and in-service teachers. identified the factors
and the influences that in-service teachers perceived to be of great effect on changing their
belief profiles and uncovered teachers' perceptions of what could be the leverage points of
educational change. These examinations were conducted in two cultural settings: Egypt
and Scotland.
Findings confirmed that the beliefs of pre- and in-service teachers do change over time.
These changes followed various patterns. In some groups, the change identified
contradicted the change anticipated by Perry in his model. Furthermore, major contextual
barriers to belief change and interpretation have been identified. Despite the collective
effect of these barriers, teachers singled out current curriculum and assessment frameworks
as the greatest barriers to changing beliefs and practices.
Recommendations include a process of personal and systemic change as a means to
achieve the paradigm shift necessary to develop the beliefs in accord with 21 century
SI
education reform; provision of specifically designed teacher education programmes and the
development of professional development modules.
iii
Acknowledgement
Acknowledgment
Writing the acknowledgment marks for me 'the closure' of a journey that has been for
almost four years. It is a journey of a dream that I had been longing for as far back as I can
remember. The dream to travel and study abroad was compounded of many motives. The
striving force to learn more, the sheer curiosity to find out how far I can go to know more
about my potentialities, the strong desire to put myself through incongruities, dissonances,
and anomalies of experiences that would ultimately develop the person I am and bring out
the mature and wise person I always aspire to be. I came here searching for answers to so
many of my questions. I am going home, not with the answers, but with heaps more of
many other questions and the precious realisation that the answer lies in the questioning
and the journey to find out about those answers: that is what creates meaning and defines
self and life.
Despite all the questioning, what was beyond question is my deep heartfelt gratitude to all
those who lived the dream with me and made it possible. Of all, I would like to thank my
beloved husband for being the person he is, for proving to me everyday that having him as
a husband and as a loving father is a blessing from Allah to which I am forever thankful.
He gave me the courage to face adversity and the freedom to explore my own horizons
even if the expenses were putting his academic future and career on hold to look after our
kids and me for four years. My deep love and appreciation go to Roaa and Hana, my
cheering angels, who patiently have given up so much of their mum's time and attention
for this work to be completed. The strength of our love for each other carried us through all
the hard time and our love has grown stronger.
I would also like to thank Prof. Norman Reid for supervising my work and for giving me
the opportunity to learn in a place he made home for three years. I am grateful for his
considerable expertise, his understanding, guidance, support, encouragement and for being
the father when I desperately needed one. He, of all I met, is unique in his strong belief in
his students, in his dedication to his work, to research, to the Centre for Science Education,
and definitely in his non-judgemental and unconditioned positive regard to all people. His
relentless efforts to offer them the best he can to get out the best in them sets an example to
be followed.
I would like also to express my deep gratefulness for Chris Smith, my co-supervisor and
my dear friend. It has been an absolute pleasure to work with her. She has created the ideal
image for how supervision should be like. With her superb intellectual and ethical
commitments, she sets standards that are quite hard to beat. Her critical questions and
constructive feedback all along were windows of opportunities that challenged my thinking
and helped me find tune and sharpen my thoughts. I am thankful for the enjoyable and
insightful conversations we had.
Of all the positive experiences I had throughout this journey, the highlight was meeting
Prof. Rex Whitehead. I am grateful for having the opportunities to share with him his
harvest of decades of involvement in thinking and learning. His rich granary of knowledge
iv
A ckl10lVledgemenl
in science, religion, literature, language, culture and relationships was wonderful to share. I
can hardly remember asking him a question to which he knew no answer. I am going to
miss him with his pipe and ashy tips of fingers; his cup of tea with few drops of milk and
definitely the wise and thought provoking deeply challenging revelations we had in our
conversations.
I would like to extend my deep gratefulness to the following very special Marwa El Sawa[
and Sawsan Abd AI-Rahman, for their support and assistance all through the PhD
experience. Their care, love and friendship are most appreciated. Even more precious is
their constant efforts to make sure that I know that they care. My thanks go also for the
intimate friends I made here, for Ira Papageorgiou, Huda Hindal, Shahabuddin Hashim as
well as all my friends in the Faculty of Education for the precious moments and memories
we shared.
My sincere appreciation go to my family and the family of my husband for their endless
support, for their constant prayers and for making home where they are. Of them aiL I
would like to mention the late Mr. Hassan El Alfy and the late Mr. Y ousry EI Sawaf who
managed to get us through many of the difficulties we faced to come here. It is sad that we
will not be able to be reunited again to celebrate the hard work we have done not to let
them down and it is heart breaking that we never had the chance to bid them the last
farewell.
Special thanks also go to the staff members of the psychology department at Women's
Faculty of Art, Science and Education in Ain shams University. They formed a supportive
network of quite efficient advisors and helpful colleagues and friends. Particular in that
respect are the wonderful, most appreciated and respected Prof. Safaa Al Asar and Prof
Aziza Al Sayed for their support and thoughtfulness.
I should like to thank Prof. Alaa Al Gendy and all the staff working in The Egyptian
Cultural and Educational Bureau in London for their effective and most helpful
management for this Egyptian-government sponsored study.
The student teachers and teachers deserve a special acknowledgment for their willingness
to participate in this study and trusting me with their voices, thoughts and opinions.
I am indebted to all of those who have made the journey possible, enjoyable and enabled
me to tum the greatest dream of my life - so far - into reality.
v
Tahfe ojCol1fents
Table of Contents
Page
Chapter One ....................................................................................
Introduction ...................................................................................
1.1 Rationale for the Study ..................... '" .................................. " . .... 1
1.2 Aims and Objectives .................................................................... 3
1.3 Importance of the Study............................................................. ..... 4
1.4 Thesis Structure ...... '" ... '" '" ....... " .... " ................. " . . .. . . .. . .. . . . .. . . ..... 6
Chapter Two ... ... .. .......... . . ....... ... ... . .. . . .... .. . ... . .. ... . . . . . . .. . ... . .. . .. . . . . .. . ..... 7
Paradigm of Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 7
2.1 Introduction ................................................................................ 7
2.2 Kuhn's Theory from Science to Social Science and Humanities ............... 7
2.3 Defining a Paradigm, a Paradigm Shift and a Paradigm's Make Up ............. 9
2.3.1 What is a Paradigm? ............................................................ 9
2.3.2 What is a Paradigm Shift? .................................................... 9
2.3.3 A Paradigm and its Make Up ............ .................................... 10
2.4 Emerging Worldviews and Paradigms ............................................... 11
2.4.1 Three Worldviews: Perceptual Orientations on Learning and Teaching... 12
2.4.2 General Assumption about Teachers' Epistemological Worldviews . ... 16
2.5 Society and Education of the Industrial Era .......................................... 18
2.5.1 Psychological Theories Underpinning the Industrial Era Worldview 20
2.6 Society and Education of the Information Age: A Co-evolution ................. 22
2.6.1 Current Paradigm Crisis ........................................................ 23
2.6.2 Psychological Theories Underpinning the Information Era Worldview... 24
2.6.3 Transitions from Behaviourism to Constructivism: A Dichotomy of
'either or' or may be 'both and' .............................................. 28
2.7 Conclusion .............................................................................. 30
Chapter Three . . . ... . . ...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 3 1
Beliefs about Teaching and Learning to Teach ........................................ 3 I
3.1 Introduction ............................................................................... . 31
3.2 Defining Personal Epistemology ..................................................... . 32
3.2.1 Nature or Form of the Construct of Personal Epistemology ........... .. 33
3.2.2 Contents of Personal Epistemology ........................................ .. 34
3.2.3 Components of Personal Epistemology ................................... . 35
3.3 Beliefs about Learning to Teach and Teaching ................................... . 37
3.3.1 Defining Beliefs ............ " .. , ... , ........................................... . 37
3.3.2 Beliefs as Distinguished from Attitudes and Knowledge ................ . 38
3.3.3 The Importance of Beliefs in Learning to Teach and Teaching ........ . 46
3.3.4 The Formation of Beliefs: Where Beliefs Come From .................... . 47
3.3.5 The Nature and Mechanism of Belief Change ........................... .. 52
3.3.6 Research on Pre- and In-Service Teachers' Belief Change .............. . 54
3.3.7 Beliefs and Classroom Practices ............................................ . 57
3.4 Conclusion ................................................................................ . 59
vi
TaMe o/ContelJiS
Chapter Four ..................... '" ............ '" ............................ " . . . .. . .. . .. .... 60
Paradigms of Teaching ...................................................................... 60
4.1 Introduction .......... , ............. '" ... '" .... .. . . . .. ... .. . . .. . .. ........ . . ... .. .. . . . .... 60
4.2 Educational Beliefs and Instructional Approaches ...... ..... .......... .. .. .. .... .. 60
4.2.1 Caine and Caine's Instructional Approaches ............................... 60
4.2.2 Pratt's Teaching Perspectives ................................................ 63
4.2.3 Reinsmith's Archetypes of Teaching ........................................ 64
4.3 Synthesis ................................................................................. 67
4.4 Conclusion .. ..... ..... .. . . ...... . . .. . .. . . ... .. . ....... . . .. . .. . . .. ... ... .. . .. . ... ... ... . .... 68
Chapter Five . . . . . . . . . ....... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 69
Models of Students' Cognitive Development ........................................... 69
5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . . . . . . . . . . . . . . .. 69
5.2 Student Developmental Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
5.3 Cognitive Development Theories: Between Perry and Piaget .............. ....... 72
5.3.1 Structure .......................................................................... 72
5.3.2 Assimilation and Accommodation ........................................... 72
5.3.3 Interaction and Equilibrium .............................................. ..... 73
5.3.4 Cognitive Stages ............................................................... 75
5.3.5 Irregularities .................................................................... 76
5.4 Review of Perry's Scheme ............................................................. 78
5.4.1 Overview .............................. ...... ...... .............................. 78
5.4.2 Perry's Original Study ......................................................... 82
5.4.3 Clarifications and Refinements of the Perry Scheme ...................... 87
5.4.4 Conceptualisation and Adaptations of the Scheme ........................ 89
5.4.5 Assessing Students' Development Using the Perry Scheme ............. 95
5.5 Conclusion ................................................................................. 98
Chapter Six .. . .. . .. ........ .. .. .. . .. .. . . . . .. . . .. . .. .. . .. . . . .. . . . .... .. .. . . .. .. . .. . . .. .. . .. .... 100
Research Methods: Phase One ......................................... " ...... .... .... .... 100
6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .... . . . . . . . . . . . . . . .. 100
6.2 The Aim of the Study ............. " ...... " .. ,. . .. . . . . . . ...... . ..... . . . .. . ... . . .. . . . . 101
6.3 Study Instruments ............................................................... '" . ... 102
6.3.1 Development of the Instrument Dimensions .. .. .. ........ .... ........... 102
6.3.2 The Construction of the Instrument's Items ............................. 103
6.3.3 Instrument Content Validity and Reliability .... ..... ... .. ... .... . ....... 120
6.4 Study Sample . " ..................... " ..... , .. , .... " .................. , . .. . ....... . .. . 125
6.5 Administration of the Instrument .......................... ....................... . ... 126
6.6 Statistics Procedures Employed in Data Analysis .. .. ... ........... ... .... .. ...... 128
6.7 Elaborations on Data Presentation ............. , ............................. , .. " . .. 134
137
Chapter Seven ............................................................................. ..
Data Analysis of the Egyptian Sample: Phase One .................................. , 137
7.1 Introduction ........................................................................... 137
7.2 Beliefs about the Nature of Ability......... ............... ........................ 138
7.3 Beliefs about the Nature of Knowledge .... .. ...... ... .... .. . .. .. .. .. .... .... ..... 141
7.4 Beliefs about the Role of Peers ... ...... ................ .................... ......... 145
vii
Tahle o{Contenls
7.5 Beliefs about the Nature of Assessment 148
7.6 Beliefs about the Role of the Leamer 152
7.7 Beliefs about the Role of the Teacher 156
7.8 Conclusion 159
Chapter Eight ................................. , ........ '" ............ " ............. '" .. ... 161
Data Analysis of the Scottish Sample: Phase One .. .... .. ...... .. .. .. .. .. .. .. .. .. .. ... 161
8.1 Introduction .......................................................................... . 161
8.2 Beliefs about the Nature of Ability ............................................ . 161
8.3 Beliefs about the Nature of Knowledge ....................................... . 164
8.4 Beliefs about the Role of Peers ..................................................... . 167
8.5 Beliefs about the Nature of Assessment 170
8.6 Beliefs about the Role of the Leamer ............................................ . 173
8.7 Beliefs about the Role of the Teacher ........................................... .. 176
8.8 Conclusion 179
Chapter Nine ................... , .................. '" ............ " ............. " . . .. . .. . . .... 181
Discussion and Follow-Up Investigations: Phase One ............................... 181
9.1 Introduction ............................................................................. . 18 I
9.2 Undergraduates' Beliefs ........................................................... .. 181
9.2.1 Group Discussions with the Egyptian Undergraduates ................. . 183
9.2.2 Interviews with the Scottish Undergraduates ........................... .. 185
9.2.3 Possible Interpretations ..................................................... . 186
9.3 Postgraduates' Beliefs ................................................................ . 188
9.4 Teachers' Beliefs ..................................................................... . 189
9.5 Cultural Generalisability of the Development of Beliefs .................. " ... . 190
9.6 Issues for Discussion .................................................................. . 191
9.7 Conclusion 192
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 0 •••••••••••
Chapter Ten .................................. '" .................... ....... ......... ...... 194
Research Methodology and Methods: Phase One .... .. ....... ... . .. .... . .... ... .... 194
10.1 Introduction .......................................................................... . 194
10.2 Results and Data Interpretation ................................................... . 194
10.3 Research Approach of the Study ................................................. .. 194
195
10.3.1 Qualitative and Quantitative Research: The Methodologies
196
10.3.2 Qualitative and Quantitative Research: The Methods ............. ..
198
10.3.3 Paradigm Wars of Quantitative and Qualitative Research ........ .
201
10.3.4 The End of Paradigm Wars and the Emergence of Mixed Research
10.3.5 Mixed Research: The Current State of Affairs ....................... . 204
10.3.6 Mixed Research as the Methodological Stance of the Current Study 206
210
10.4 Research Methods: Phase Two .................................................... .
10.5 Types of Qualitative Interviews .................................................. . 212
216
10.6 Pitfalls of Using Qualitative Interviews ............................. , ........... .
10.7 Interview Schedule ................................................................. . 217
218
10.8 Study Sample .... , ......... , .............................................. , .......... .
10.9 Interview Analysis ................................................................. . 219
228
10.10 Presenting the Results ............................................................ .
229
10.11 The Current Data Analysis Approach and the 'Ground Theory' .......... ..
230
10.12 Conclusion ..... , ................ '" ........ , .. , ................................... ,
viii
Tah/c (lICon/CII/s
Chapter Eleven .................................... " .. . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .... 231
Egyptian teachers' Interviews: Phase Two ........................................... 231
Data Interpretation and Discussion of Findings .................. " . ... ... ... ........ 231
11.1 Introduction ........................ '" ...... " ............. " ........................ .
11.2 Results and Data Interpretation .......... " ..... " ........... , ................. " .. 231
11.2.1 Identification of Perry's Positions in the Interviewed Teachers 232
11.2.2 Teachers' Perceptions of the Underpinning Reasons Behind 'Perry
A and B' Thinking Preferences ......................................... . 236
11.3 Discussion ........................................................................... .. 256
11.4 Conclusion 266
Chapter Twelve ............................................................... '" .,. ..... 267
Teachers' Perceptions of Educational Change: Phase Three ................... 267
12.1 Introduction ................ '" ...... " ..... " ........................................ . 267
12.2 Study Instrument ................................................................... . 267
12.2.1 The Construction of the Instrument's Dimensions and Items 267
12.2.2 Instrument Content Validity and Reliability ......................... . 267
12.2.3 Instrument Description .................................................. . 268
12.3 Study Sample '" ...... '" ............ '" ............................................. . 269
12.4 Administration of the Instrument .................................................. . 269
12.5 Statistics Procedures Employed in Data Analysis .............................. . 269
12.6 Elaborations on Data Presentation ............... '" .......... , .................... . 269
12.7 Results ................................................................................. . 270
12.8 Discussion 281
12.9 Conclusion ........................... '" ............................................ '" 290
Chapter Thirteen ... .. . ... . .. .. .... . .. . .......... .. . .. .. . ... .. . . .. . .. . .. . .. . .. ... . .. . . .. . . . ... 291
Summary, Major Findings and Recommendations ................................ 291
13.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
13.2 Major Findings .................................................... .................. 291
13.2.1 Beliefs Do Change: They Regress and Develop ...... ...... .......... 292
13.2.2 Factors Affecting Belief Change .... ..... ..................... .......... 294
13.2.3 Beliefs Affect Teachers' Teaching Approaches and Practices 295
13.2.4 Levers of Educational Change ......... ........ ..... .................... 296
13.2.5 Bringing it Together: Ways of Breaking the Cycle of 'Perry A'
Beliefs ..... , .. " ....................... , . .. . .. . . .. . . . .. . .. . .. . . . . . .. .. ... . . ... 297
13.3 The Journey Outlined: From Where to Where .. ................................. 301
13.4 Recommendations for Educational Practice ...................................... 302
13.4.1 Policy Making and the Educational System ............................ 302
13.4.2 Teacher Education Programs (lTE) and Continuous Professional
Development Modules (CPD) ......... ........................... ... ..... 303
13.5 Recommendations for Educational Researc h ................................... . 305
13.5.1 Further Research Arising from the Limitation of this Study 305
13.5.2 Further Research Recommendations ............... .................... 306
308
Bibliography ..... , ................... , ............................................ , ............ .
358
Appendices " ......... , .. , .. , .... " ............................................................ .
ix