INTRODUCTION

The authors of this article, Jacabrene A. Meirin, Nico Verloop, Paulien C. Meijer, and
Theo C.M. Bergen were discovered this articles on The Relations of Teacher Activities to
Changed Beliefs about Teaching and Learning. From this topic, actually they want to examine
whether the teachers activities will change their belief in teaching and learning or not. So, what
do you think? Do the activities that teacher do will promote changed in their belief towards
teaching and learning? Here, I would like to summarize and discuss about this topic.
This research was done at Netherland which involved 34 teachers that divided into five
teams. One teams of teachers for one upper secondary school. Every team is freedom to choose
the topic and must achieved the objective of educational reform which is to make students
become active and have self-regulated student learning. Based on the Barry Zimmerman, one of
the famous researchers on self-regulated learning, he said that the self-regulated learning is not
a mental ability or an academic performance skill rather it is the self-directive process by which
students transform their mental abilities into academic skill. (p. 65)
From Barry Zimmerman talk, I can conclude that self-regulated learning is where the
students are apply their knowledge into the practical such as experiment and they are not focus
toward theories only. The authors used two methods in order to get the data regarding their
research. There are questionnaire and digitals logs. The questionnaire is more focus on teacher
belief towards teaching and learning in school. However for digital logs or reflective journal
entry, teachers were required to email and also write down about their experiences regarding
their teaching and learning in that school.

CONTENTS
Normally as teachers, they are having their own belief toward teaching and learning in
school. However what will happen to their belief if there are activities that they must do in order
to achieve the objective of educational reform in their country. There is one story about a teacher
that had marked a test for her students. In this test there are a few students who had a bad marks
and she think she must do something to change this class. Her first think is the students are not
learned and they are underestimating the subject matter.
So, she make a goal to control her students homework strictly and lastly after she sit in
meeting, she realize that she should examine first why that students caught into subject matter
badly. From the above story, the teacher has teaching problem in her teaching which is she too
strict toward her students homework and not realize about the motivation and positive feedback
from student that act as a key to form active student learning. Moreover, teacher must realize that
students are motivated when they are getting a compliment.
There are two perspectives that happen to teacher in teaching and learning. There are
acquisition and construction. Firstly is acquisition that means the teachers are master in their skill
and knowledge while the construction can be defined as teachers act as active constructor at
knowledge that can interpret any events via their own knowledge and belief. In addition, there
are also two prototypic ideologies for teacher in teaching and learning. It called subject matter
and student oriented belief.

Subject matter oriented belief means teachers are responsible for regulation of student
learning. However for student oriented belief is means students take responsibility to learn by
their own with the help of teacher that act as a mentor. This students were learned how to learn
and construct the knowledge. In context of educational reform in Netherland, most of teachers
are belief that teaching and learning must in line with the objective of educational reform.
The educational reform in Netherland aims to produce students that active and have selfregulated student in learning. For teachers, most of them are expect that by using student
oriented, they can achieve the educational objective. However, teacher also can try to approach
by using subject matter oriented in order to develop stronger preference. The activity is
promoting teacher to change their belief toward teaching and learning.
Teachers are belief that students will learn or achieve the learning objectives for the
certain subject. But, some of them were change in their belief because a few students not archive
their learning objective. This happen because their method in teaching not efficient and required
more advance method in teaching and learning.
In my opinion the activity that teacher do by use student oriented approach is relevant
and more efficient. For example experiment in the class. Based on this activity students were
learned better when they gain insight into emotions, they have to check their learning progress by
themselves, they are learn with each other and work better when they are work individually.
For example, activity that had done in school of Netherland which is more to student
oriented belief. Teachers were prompted to experiment with method on their own and become
more positive towards an effort in order to promote the active and self-regulated student learning.

CONCLUSION
In conclusion, teachers who are change in their belief may category as mastery-oriented
which is they are likely to look and think deeply about something new that related to education.
This teacher will get more understanding from the others teachers. Besides that, they are also
easier to change in their belief because they know or understand the teaching practice. However,
for the teachers who are not change in their belief can be category as performance orientation.
This is because, these teacher are like to be an extrinsically motivational.
In addition, there are two type of teacher change belief. They are teacher who are
changing their belief in line with educational reform and teacher who are changing their belief
not in line with educational reform. Firstly, for teacher who are change their belief in line with
educational reform because the activity that they are done to the students are follow the objective
of educational reform which is to produce an active and self-regulated students. They are realized
that teaching method that they are used can promote their student to become active and selfregulated students. For example of activity sequence that had done is as below.

Acquaintance with teaching methods in context of a

professional development program experimentation
with teaching method evaluation of alternative teaching
methods

From the previous research, they are found that these teacher learn by exchanging their
idea, experiences and method of teaching that combine with their experimentation in their own
practice with alternative methods.

Furthermore, teacher that change their belief that not in line with educational reform are
like to use a method which is they are too aimed toward produce strong regulated student
learning such as the highly valued of experimentation. This cause they are will have negative
experiences in order to allow their students greater autonomy. Lastly, these teachers are
considered their student not able to take the responsibility on their own learning. For example
activity sequence as below.

Individual dissatisfaction with level of knowledge of students

and the effect of current teaching method individual
formulation and experimentation with alternative teaching
method evaluation of alternative teaching methods

REFERENCES
Ana Maria Villegas & Tamara Lucas. (2002).

Journal of Teacher Education. Preparing

Culturally Responsive Teachers:Rethinking the Curriculum. 53, 20.

Marcy Stein, Douglas Carnine, & Robert Dixon. (1998). Direct Instruction. Integrating
Curriculum Design and Effective Teaching Practice. 33(4), 227-234.