Title
Measuring Teachers’ Beliefs For What Purpose?
Abstract
Teachers’ beliefs have been described as a “particularly provocative form of personal knowledge” (Kagan, 1992, p. 65). For teachers, beliefs serve as an epistemological base, or a theoretical underpinning, orchestrating cognitive, affective, and behavioral decisions that manifest in the classroom. Teachers’ beliefs are widely acknowledged to influence instructional choices and teaching practices, and potentially determine when, why, and how teachers interact with students. From a situated perspective, certain beliefs are related to teaching dispositions that promote superior motivation and learning outcomes for students (Collie, Shapka, & Perry, 2012; De Corte, Vershaffel, & Depaepe, 2008; Muis & Foy, 2010; Pečjak, & Košir, 2004, 2008). The precise measurement of beliefs is a prerequisite to help teachers understand how beliefs can influence superior learning outcomes via adaptive and constructive pedagogy.
Publication Date
1-1-2014
Publication Title
International Handbook of Research on Teachers' Beliefs
Number of Pages
106-127
Document Type
Article; Book Chapter
Personal Identifier
scopus
DOI Link
https://doi.org/10.4324/9780203108437-14
Copyright Status
Unknown
Socpus ID
85044113188 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/85044113188
STARS Citation
Hoffman, Bobby H. and Seidel, Katrin, "Measuring Teachers’ Beliefs For What Purpose?" (2014). Scopus Export 2010-2014. 8766.
https://stars.library.ucf.edu/scopus2010/8766