What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability

Fives, Helenrose; Buehl, Michelle M.

doi:10.1016/j.cedpsych.2008.01.001

Cited by 159 publications

(164 citation statements)

References 47 publications

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“…Such beliefs may lead coaches to question the value of the information presented, make epistemic assumptions about the nature of coaching knowledge and question the validity of knowledge content (Fives & Buehl, 2008). However, these beliefs are often unexamined and will influence how both future and practicing coaches approach the task of learning to coach, as well as the knowledge they construct from any learning experience (ibid).…”

Section: Epistemology As a Potential Sievementioning

confidence: 99%

“…For example, understanding why (and perhaps challenging) why Coach A's actions are positive and effective would help the coach developer to ensure optimum benefit (rather than just blind copying) from the encounter. By gaining a deeper understanding of these constructs, we might then be able to facilitate the development of experiences and programming to encourage beliefs that support coaches' practice, motivation, and development and to target those beliefs that are less adaptive (Fives & Buehl, 2008).…”

Section: So What Are the Implications?mentioning

confidence: 99%

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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%

Section: So What Are the Implications?mentioning

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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“…Wurdinger (2005) explained, "It is time for traditional education to change the way it views knowledge" (p. 3). Congruent to Wurdinger's (2005) call, epistemic research has recently began to shift its focus towards the use of interventions to shape pre-service teachers' epistemological stances in a manner deemed desirable by teacher preparation programs (Cheng et al, 2009;Fives & Buehl, 2008;Tanase & Wang, 2010). Findings from intervention-based studies show promising results (Brownlee et al, 2001;Cheng et al, 2009;Tanase & Wang, 2010).…”

Section: Introductionmentioning

confidence: 73%

“…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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Quantitative Methodology

Wrench¹

2017

The International Encyclopedia of Communication Research Methods

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The current study explored Dweck's (1999; Dweck & Leggett, 1988) model of implicit theories in the context of teaching in order to establish its usefulness for describing teachers' beliefs about students' ability and social behavior. Further it sought to explain the connections between teachers' implicit beliefs and their efficacy for instruction and classroom management, and their positive and negative emotional experiences. The factor structure of survey data for teachers in mid-Atlantic school districts was examined to test for classes reflecting implicit and entity beliefs, or beliefs that student attributes are malleable or fixed and unchangeable. Given that previous work in other populations has reflected important connections between individuals' implicit theories, their cognitive and emotional functioning, and their interactions with others, the current study explored whether implicit theories have similar implications for teaching. The categorical distinction between entity and incremental theories was not supported in the analyses. Further analyses were conducted using structural equation models for implicit theories, efficacy, and emotional outcomes, including symptoms of burnout. Implicit theories were associated with efficacy such that tendencies toward incremental beliefs correlated with higher efficacy in well-fitting models. Although implicit theories predicted emotional outcomes in some models such that incremental beliefs were associated with positive emotional outcomes, the effect of the implicit theory variable was not significant in models that included the efficacy variable. In these models, only efficacy was a significant predictor of emotions such that higher efficacy was associated with positive outcomes. Finally, the interaction between implicit theory and efficacy was not significant. These findings fail to support the theoretical connections between the two variables in the implicit theory framework, where low efficacy is expected to predict negative emotional outcomes in the presence of entity but not incremental theories. Instead, with respect to emotional outcomes, teaching self-efficacy appeared to be a more salient predictor than studentdirected implicit theories of teachers' emotional experiences overall.

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What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability

Cited by 159 publications

References 47 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

Quantitative Methodology

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