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

By Helenrose Fives, Michelle Buehl. 2012

779 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1cd15068e48ae7e3fce2c76ef05a03006f4dc337

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

U.S. teachers' conceptions of the purposes of assessment (2017, background): “Research in teachers' beliefs has long evidenced that teachers hold multiple, sometimes competing beliefs that influence their practice and interpretation of events (e.g., Fives & Buehl, 2012; Pajares, 1992).”
Teachers and differentiated instruction: exploring differentiation practices to address student diversity (2019, background): “Therefore teachers’ beliefs refer to views on specific teaching practices, teaching approaches such as direct-transmissive or constructivist, and views concerning student diversity, learning and ability (Fives and Buehl, 2012).”
Teaching during COVID-19: The Decisions Made in Teaching (2021, background): “Teachers prefer what they believe is valuable, in their choice of learning objectives and content [22].”
Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, methodology): “Fives and Buehl (2012) reviewed research on teachers’ beliefs, and proposed a model in which teachers’ experiences and beliefs can serve as filters, frames and guides for their practice.”
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, background): “The significance of teachers’ beliefs in general and specifically their strong relation to classroom practice and student outcomes have been widely discussed (Fives & Buehl, 2012; Hermans, van Braak, & van Keer, 2008; Nespor, 1987; Richardson, 1996; Rokeach, 1968; Woolfolk Hoy, Davis, & Pape, 2006).”
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, background): “…are formed gradually through experiences with a phenomenon (i.e. conceptions of assessment arise from experiences of being assessed as a learner) and become the mechanism by which a person’s reactions or responses to the phenomenon are shaped (Ajzen, 2005; Fives & Buehl, 2012; Pajares, 1992).”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “…filters, frames, and guides teachers’ thinking and action, then the salient beliefs will be evoked by a particular context (e.g., cultural, environmental, temporal, and task-related contexts) or task (e.g., instructional planning, classroom interactions, assessment processes; Fives & Buehl, 2012).”