Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct

Abstract

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of specific belief constructs. Implications of findings and directions for future research are offered.

Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice

“…Haney, Czerniak, and Lumpe (1996) determined that beliefs significantly influence practices, which is corroborated by Pajares (1992) who cites several sources supporting a similar assumption that beliefs best indicate personal decisions. However, some researchers like Luft (1999) and Carroll (1999) argue that reflecting on practice can change beliefs (Mansour, 2009).…”

“…Luft (2001) concluded that change in practice to reform-based instruction may be attributed to teachers' student-centered beliefs. However, changing beliefs is difficult (Pajares, 1992) and is unlikely to occur due to a professional development workshop. Similarly, Supovitz and Turner (2000) posit that teacher attitudes towards reform influence teaching practices.…”

In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices

“…Beliefs can influence what teachers learn and what they then teach to students. Several study findings have indicated that beliefs are the main driving force for activities teachers perform with their students inside the classroom, and are also the most influential factor in learning processes (Poulson, Avramidis, Fox, Medwell, & Wray, 2001;Pajares, 1992). On the other hand, researchers such as Stipek, Givvin, Salmon, & MacGyvers (2001) indicated that certain compatibilities exist between teachers' beliefs and their teaching practices in the classroom.…”

“…Beliefs have stronger emotional and evaluative elements as compared to knowledge. Teachers may rely on these beliefs in designing, planning, and decision making related to the learning and teaching process (Pajares 1992).…”

“…They have also stressed the importance of inquiring into teachers' beliefs so as to provide knowledge on teachers' practices (Pajares, 1992). This could potentially enable pre-and in-service teacher preparation program designers and administrators to further develop and enhance their programs.…”