Deepening our Understanding of Praxis : Teacher educators' reflections on action research

Valli, Linda; Price, Jeremy N.

doi:10.1080/713698974

Cited by 9 publications

(2 citation statements)

References 5 publications

(5 reference statements)

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“…We expected to identify frequent use of learning resources and video data from classroom teaching, given the growing interest in these media for instructional purposes. Our data should also indicate that teacher educators engage in modeling that support teaching, given the tradition of teacher educators writing and examining their own pedagogy, course design, goals and practices (Valli & Price, 2000; see also Borko, Liston, & Whitcomb, 2007).…”

Section: Resultsmentioning

confidence: 99%

Conceptual Framework for Analyzing Qualities in Teacher Education: Looking at Features of Teacher Education from an International Perspective

Klette¹,

Hammerness²

2016

ADNO

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Section: Resultsmentioning

confidence: 99%

Conceptual Framework for Analyzing Qualities in Teacher Education: Looking at Features of Teacher Education from an International Perspective

Klette¹,

Hammerness²

2016

ADNO

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“…Previous research asserts a relationship between beliefs and practice (Palak and Walls 2009;Speer 2008;Valli and Price 2000), but how can one measure and understand the role belief plays in the practice? We propose utilizing the construct 'collection of beliefs' provides a vital tool in understanding the relationship between teachers' belief systems and their behavior in the classroom.…”

Section: Examining a Collection Of Beliefsmentioning

confidence: 99%

Examining a teacher’s negotiation through change: understanding the influence of beliefs on behavior

Talbot

Campbell

2014

Teacher Development

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Previous research asserts the connection between teacher beliefs and behaviors in the classroom. However, using broad, general constructs collected in teacher self-reported surveys has provided neither clear connections between beliefs and behaviors, nor explanatory power between connected or disparate beliefs. This research examines teacher beliefs from a collection of beliefs perspective that acknowledges a multitude of beliefs coalescing to shape practice observed in the classroom. In this research, qualitative research methods including interviews and classroom observations were used to examine one teacher's navigation through programmatic change to collect data regarding the teacher's beliefs central to shaping praxis. Based on the methods employed, two central beliefs emerged (i.e., motivation is key to learning and the teacher's role as interpreter). While these specific beliefs are interesting and informative, they are understood in this qualitative study as specific to this individual. So, care is taken not to overly extend the importance of these specific beliefs beyond this teacher, but instead to understand the implication that beliefs have on praxis, as well as how beliefs support or compete in their foundational support of instruction.

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Inquiry on Inquiry: Practitioner Research and Student Learning

Cochran‐Smith

Barnatt

Friedman

et al. 2009

Action in Teacher Education

111

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Deepening our Understanding of Praxis : Teacher educators' reflections on action research

Cited by 9 publications

References 5 publications

Conceptual Framework for Analyzing Qualities in Teacher Education: Looking at Features of Teacher Education from an International Perspective

Conceptual Framework for Analyzing Qualities in Teacher Education: Looking at Features of Teacher Education from an International Perspective

Examining a teacher’s negotiation through change: understanding the influence of beliefs on behavior

Inquiry on Inquiry: Practitioner Research and Student Learning

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