Title

Introduction

Abstract

Beliefs can be conceptualized as an “individual’s judgment of the truth or falsity of a proposition” (Pajares, 1992, p. 316) or “as a set of interrelated notions” (McAlpine, Eriks-Brophy, & Crago, 1996, p. 392), or “as a set of conceptual representations which store general knowledge of objects, people and events, and their characteristic relationships” (Hermans, van Braak, & Van Keer, 2008, p. 128). As noted by Fives and Buehl (2012), defi ning beliefs is not always the challenge in this fi eld (although it is a challenge), but fi nding consistency across these defi nitions so that one can come to a meaningful, pragmatic, and warranted conceptualization of the research seems to be a more epic quest for scholars in this fi eld: A quest the authors of the International Handbook of Research on Teachers’ Beliefs have undertaken with zeal.

Publication Date

1-1-2014

Publication Title

International Handbook of Research on Teachers' Beliefs

Number of Pages

1-10

Document Type

Article; Book Chapter

Personal Identifier

scopus

DOI Link

https://doi.org/10.4324/9780203108437-6

Socpus ID

85086559272 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85086559272

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