Transformation of Middle-Career Teachers’ Beliefs During the Development of an ICT Environment

Abstract

This study focuses on elucidating the transformation of teaching beliefs among middle-career teachers in public elementary schools. Interviews with six middle-career teachers and subsequent analysis of their beliefs using trajectory equifinality modeling revealed two distinct periods in the formation of their beliefs. Initially, the teachers’ beliefs about teaching, rooted in direct instructional practices, were learned and formed based on the realizations gained through the infusion teaching approach. Subsequently, as they learned to employ one-to-one computing environment and engaged in educational evaluations, they began reflecting on their teaching beliefs. Through a trial-and-error process with new instructional strategies, the teachers’ beliefs shifted toward constructivist instructional approaches.