<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ignacio Jr., A. G.</style></author><author><style face="normal" font="default" size="100%">Percival S. Paras</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER BELIEFS OF PROSPECTIVE FILIPINO EDUCATORS: A ROBUST THREE-FACTOR MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">factor model</style></keyword><keyword><style  face="normal" font="default" size="100%">Filipino</style></keyword><keyword><style  face="normal" font="default" size="100%">prospective teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher beliefs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741762174.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Shifting to student-centered teaching-learning in the Philippines entails closer scrutiny of teacher beliefs. These beliefs shape the adoption and application of knowledge in classroom settings and educational reforms. Thus, this study aims to support the theoretical underpinnings of teacher belief. In particular, this study aims (1) to identify a factor structure of teacher beliefs among prospective Filipino educators via exploratory factor analysis (EFA), (2) to evaluate the identified factor model's fit indices and psychometric properties via confirmatory factor analysis (CFA), and (3) to provide a CFA-based measurement model with excellent model fit. In this two-phase study, EFA and CFA were used. Using the thumbs-up rule 10:1 observation-to-variable ratio, 435 teacher-education students from Central Luzon, Philippines, agreed to participate voluntarily in the EFA study, while 441 students participated in the CFA study. Three experts validated the self-made instrument prior to EFA and CFA procedures. The stability of the three-factor solution—Reliable Improver, Knowledge Dispenser, and Equity Promoter—is evident in both EFA before and after transformation. The broader construct Reliable Improver combines Growth Advocate and Engagement Advocate items, highlighting shared concepts. The three teacher beliefs identified are distinct. Equity Promoter shows a negative correlation with Knowledge Dispenser and Reliable Improver beliefs, highlighting a tension between structure and adaptability. Strategic Scaffolder items were removed due to cross-loadings, suggesting its harmonization within Reliable Improver and Knowledge Dispenser beliefs, both leveraging scaffolding structures for structured teaching or guided improvement. Reliable Improver via systematic, dependable teaching methods for continuous improvement complements Knowledge Dispenser's structured delivery.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">62-80</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ignacio Jr., A. G.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING THE PERSPECTIVES OF PRESERVICE FILIPINO MATHEMATICS TEACHERS: BASIS FOR A PROPOSED EDUCATIONAL BELIEF MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational belief model</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">student-centered</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher beliefs</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher-centered</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1723302975.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022–2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imperative conduct of the dispensation of knowledge; the second theme, the teacher as a reliable improver belief, highlights the formation of space for student participation after dispensing knowledge; the third theme, teacher as an equity promoter belief, highlights the significance of addressing the needs of the students while dispensing knowledge; and the last theme, teacher as a strategic scaffolder belief, highlights combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives. The teacher-as-knowledge dispenser belief is more teacher-centered, the teacher-as-reliable improver and teacher-as-equity promoter beliefs are mixed teacher-centered and student-centered, and the teacher-as-strategic scaffolder belief is more student-centered. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">487-506</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sarah Bansilal</style></author><author><style face="normal" font="default" size="100%">Angela James</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogic content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">physical science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher beliefs</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher confidence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1203601</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">70</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">21–33 </style></section></record></records></xml>