Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?

Buehl, Michelle M.; Fives, Helenrose

doi:10.3200/jexe.77.4.367-408

Cited by 124 publications

(110 citation statements)

References 41 publications

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“…Epistemological beliefs are an individual's beliefs about the nature of knowledge and how it is gained (Howard et al, 2000;Kaartinen-Koutaniemi & Lindblom-Ylänne, 2008;Buehl & Fives, 2009). Reflecting this, Pajares (1992, p. 316) uses the term 'belief' to refer to an "individual's judgement of the falsity of a proposition".…”

Section: Epistemology As a Potential Sievementioning

confidence: 99%

Communities of practice, social learning and networks: exploiting the social side of coach development

Stoszkowski

Collins

2012

Sport, Education and Society

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Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this paper explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions which are largely tempered by their experiences and interactions both with and within their social 'milieu'. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.

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Section: Epistemology As a Potential Sievementioning

confidence: 99%

Communities of practice, social learning and networks: exploiting the social side of coach development

Stoszkowski

Collins

2012

Sport, Education and Society

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“…As such, Brownlee et al (2001) recommended that teacher education focus more on teacher beliefs to facilitate changes in teaching. Though research has purported that a focus on epistemological perspectives will ultimately influence performance in the classroom (Buehl & Fives, 2009;Cheng et al, 2009;Fives & Buehl, 2008;Jacobson et al, 2010;Tanase & Wang, 2010), we contend there is one vital step absent in that assertion -purposefully bridging the chasm by explicitly connecting epistemological beliefs to practical methods of teaching. Agricultural educators cannot hide behind the socially valued veil of experiential learning without committing to an in-depth understanding of the epistemological roots, bridged to practical methods intended to facilitate the process.…”

Section: Conclusion Recommendations and Discussionmentioning

confidence: 99%

“…Empirical evidence regarding personal epistemologies is rife with assertions that teachers' epistemological beliefs influence the approaches he or she employs in both teaching and learning (Buehl & Fives, 2009;Cheng, Chan, Tang, & Chen, 2009;Fives & Buehl, 2008;Jacobson et al, 2010;Tanase & Wang, 2010). However, there is a lack of appreciation within teacher preparation programs regarding the consideration of students' personal epistemological stances (Brownlee et al, 2001;Buehl & Fives, 2009;Cheng et al, 2009;Fives & Buehl, 2008).…”

Section: Introductionmentioning

confidence: 99%

“…However, there is a lack of appreciation within teacher preparation programs regarding the consideration of students' personal epistemological stances (Brownlee et al, 2001;Buehl & Fives, 2009;Cheng et al, 2009;Fives & Buehl, 2008). For instance, numerous scholars (Alexander, Schallert, & Hare, 1991;Gill, Ashton, & Algina, 2004;Muijs & Reynolds, 2002;Tanase & Wang, 2010) posit that pre-service teachers' beliefs about knowledge can shape the learning experiences they provide their students.…”

Section: Introductionmentioning

confidence: 99%

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The Chasm Between Beliefs and Practice: A Case Study of the Epistemological Positions of Pre-Service Agricultural Education Teachers

Roberts¹,

Baker²,

Goossen³

2016

JAE

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“…Second, we drew from another main framework for understanding teacher beliefs proposed by Fives and Buehl [15] in their review of the beliefs literature which has some overlap with Linet et al, [14] Taiwanese framework. One aspect of beliefs that Fives and Buehl [15] include that is not part of Lin et al's framework is beliefs about students.…”

Section: Introductionmentioning

confidence: 99%

Taiwanese Preschool and Elementary Teachers Beliefs about Discipline, Students, and Teaching Practices

Sb¹,

Scharphorn²,

Yji³

et al. 2015

Int J Sch Cog Psychol

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East Asian children are among the top academically performing students in the world (OECD, 2010), yet research examining teaching that leads to this success has just begun to identify beliefs. The present study investigated Taiwanese teachers' beliefs about discipline, students, and teaching practices in preschool (N=98) and elementary school (N=251). Results indicated two-three dominant viewpoints on each topic within each sample and emphasized beliefs about the importance of controlling behaviors, caring about students, and role modeling. In most cases, teachers' background and classroom characteristics did not relate to beliefs. We discuss findings within and between samples, as well as implications.

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Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?

Cited by 124 publications

References 41 publications

Communities of practice, social learning and networks: exploiting the social side of coach development

Communities of practice, social learning and networks: exploiting the social side of coach development

The Chasm Between Beliefs and Practice: A Case Study of the Epistemological Positions of Pre-Service Agricultural Education Teachers

Taiwanese Preschool and Elementary Teachers Beliefs about Discipline, Students, and Teaching Practices

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