Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?

Fives, Helenrose; Buehl, Michelle M.

doi:10.1037/13274-019

Cited by 577 publications

(587 citation statements)

References 88 publications

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“…In the teaching context, and for the purposes of this paper, belief is taken to be 'an attitude consistently applied to an activity' (Eisenhart, Shrum, Harding and Cuthbert 1988:54). Teacher beliefs are generally seen as precursors to teacher action (Fives and Buehl 2012) and teachers teach, receive, and respond to new ideas about teaching, in ways that relate to their existing beliefs and practices (Abernathy-Dyer, Ortlieb and Cheek 2013, Bandura1995, Gove 1983, Kuzborska 2011, Pajares 1992. The way something is taught and the beliefs behind why it is taught in that way are fundamental to understanding the impact of the teaching on learners (Benseman 2013, Bliuc, Casey, Bachfischer, Goodyear andEllis 2012).…”

Section: Introductionmentioning

confidence: 99%

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

McHardy

Chapman

2016

LNS

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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

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Section: Introductionmentioning

confidence: 99%

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

McHardy

Chapman

2016

LNS

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“…These authors argued that from a teacher belief position, "beliefs act as filters, frames, or guides" and "beliefs filter information and experience" (Fives & Buehl, 2012, p. 478). Because teachers are adults, Fives and Buehl's (2012) position could be transferable to all adults and appears to be aligned with Mezirow's (1997) perspective as well as with Bourdieu's (1977Bourdieu's ( , 1991 notion of habitus-dispositions that inform action. Mezirow (1997) further posited that human beings are likely to discard preconceptions-and we would include beliefs, perceptions, and perspectives here-that do not align with our own (Mezirow, 1997).…”

Section: Transformative Learningmentioning

confidence: 88%

“…As such, these lenses "shape and delimit expectations, perceptions, cognition, and feelings" (Mezirow, 1997, p. 5), and the shaping influences our actions. At this point, we want to add that we are of the opinion that these lenses also shape our beliefs, similar to what Fives and Buehl (2012) proposed. These authors argued that from a teacher belief position, "beliefs act as filters, frames, or guides" and "beliefs filter information and experience" (Fives & Buehl, 2012, p. 478).…”

Section: Transformative Learningmentioning

confidence: 96%

Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy

Zinn¹,

Adam²,

Kurup³

et al. 2016

Educ. res. soc. change

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While a humanising pedagogy can be a mechanism to facilitate (re)humanisation in the South African education context, a diversity of perspectives related to the concept prevails. This is to be expected given the variety of lived experiences and histories in South Africa. This project attempted to develop and extend shared understandings of the concept of a humanising pedagogy through a process of enacted reflexivity and transformative learning. A participatory mode of inquiry using metaphor drawings was used as a means of deconstructing the complex phenomenon of a humanising pedagogy-this included self-study by four teacher educators (authors of this paper) to facilitate shared understandings of its praxis. Such processes have the potential to catalyse the kind of transformative learning that continues to inform praxis.

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“…Por su parte, Fives and Buehl (2011) afirman que existen factores contextuales relacionados con la cultura y el clima institucional, las relaciones, los recursos, etc., que influyen en las concepciones del profesorado dando lugar, a veces, a una discordancia entre las creencias expresadas y la práctica docente. De esta manera, si no hay un clima colaborativo entre los compañeros, no se tienen los suficientes recursos o las aulas donde se imparte docencia están masificadas, es posible que la práctica docente se vea mermada.…”

Section: Relación Entre Concepciones De La Enseñanza Y Estrategias Dounclassified

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

Rodríguez

Botía

2015

REDU

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ResumenLa identidad del profesorado universitario y sus creencias acerca de la profesión se perfilan en el desempeño de dos de sus funciones principales: investigación y docencia. El desajuste que existe entre ellas y el predominio de la investigación sobre la docencia, motiva que el avance hacia nuevas concepciones de la enseñanza y el aprendizaje sea lento y complejo. Existen numerosas investigaciones, a lo largo de las dos últimas décadas, que muestran la existencia de diferencias en las creencias que tiene el profesorado universitario sobre la enseñanza, las estrategias docentes que desarrollan y Academics' identity as teachers: towards the Scholarship of Teaching and Learning. Katia Caballero Antonio BolívarUniversidad de Granada (España) AbstractAcademic identity of university teachers and their beliefs about professional practice are outlined in the performance of two of its main functions: research and teaching. The imbalance between them and the prevalence of research on teaching, motivating the move towards new conceptions of teaching and learning is slow and complex. Here are many research, over the past two decades, showing the existence of differences in belief held by undergraduate faculty about teaching, teaching strategies and developing ways of understanding learning. Thus, there are two basic REDU. Revista de Docencia Universitaria, enero -abril 2015, 13 (1), 57-77

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Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?

Abstract: We contributed equally to this effort and thank Michele Gregoire-Gill for reading an earlier version of this chapter and providing invaluable feedback.

Cited by 577 publications

References 88 publications

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.

Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy

Identidades profesionales, concepciones de enseñanza-aprendizaje y estrategias docentes del profesorado universitario

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