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

Socpus ID

85044113188 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/85044113188

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