Classroom Management Definition of Terms
10 beliefs in
many different things in their life. Those aspects of teachers’ own belief systems can either facilitate or impede the enactment of beliefs into practices
Fives Gill, 2015, p. 75. The second factor is knowledge Fives Gill, 2015, p. 76. In order to enact their beliefs, teachers should have the necessary
knowledge Fives Gill, 2015, p. 76. Some researchers find out that teachers do not act on their beliefs because they lack of knowledge of the content and the
pedagogy of how to implement the instructional practices that will align with their beliefs Fives Gill, 2015, p. 76. The third factor is self-awareness and self-
reflection. Fives and Gill further explain that “the extent to which teachers are self-aware and engage in self-reflection are other factors related to the alignment
between t eachers’ beliefs and practices.” Thus, teachers need to be aware and
reflect on the appropriateness of their beliefs and practices. Furthermore, there are external factors which influence the enactment of
tea chers’ beliefs in practices. The first factor is classroom-context. Classroom
factors such as students’ ability and attitudes, classroom management, and class size present challenges to teachers in enacting their beliefs. Moreover, those
factors force teachers to find ways to practice even though there are obstacles Fives Gill, 2015, p. 76. The next factor is school-context which is similar to
classroom context. Administration, parental support, colleagues, and available resources in schools may become school-context barriers. However, Bullock
2010 states that the most important aspect is how teachers perceive those potential barriers to practice as cited in Fives Gill, 2015, p. 77. The last factor
is national-context Fives Gill, 2015, p. 78. In this context, educational policies
11 and curricular standards may present challenges to teachers in enacting their
beliefs in practice Fives Gill, 2015, p. 78. However, Fives and Gill 2015, state that the influence of those external factors depend on the type of policy, the
teachers’ role in the political context, and teachers’ individual perceptions p. 78.