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

By Helenrose Fives, Michelle Buehl. 2008

283 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2f395a079cb02a3be7524690159c151091123a9e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, methodology): “Studies of teachers ’ espoused beliefs have typically used interview protocols (e.g., Bryan, 2003 ) or questionnaires (e.g., Fives & Buehl, 2008 ; TschannenMoran & Woolfolk-Hoy, 2001 ).”
Understanding and Promoting Thinking About Knowledge (2016, background): “…& Ferguson, 2013; Porsch & Bromme, 2011); investigations of teachers’ epistemic cognition (Bråten & Ferguson, 2015; Buehl & Fives, 2009, 2016; Fives & Buehl, 2008; Gregoire, 2003); and the expansion of Hofer and Pintrich’s (1997) justification dimension to account for multiple means of…”
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs (2016, background): “We hypothesized that teachers with mainly academic considerations preferred a seating arrangement in rows, whereas teachers with mainly social considerations preferred small groups (Denton 1992; De Vries et al. 2013; Fives and Buehl 2008; Kuzborska 2011; McCorskey and McVetta 1978).”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “Teachers Beliefs as Agents of SRL Teachers’ instruction related beliefs are implicit or explicit conceptions about school-, domain-, and learning-related matters that exert considerable influence on their perceptions and judgments about learning as well as their instructional preferences and actions”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Teachers hold a wide array of beliefs about students in general and the specific students in their classes (Fives & Buehl, 2008, 2010).”
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity (2017, background): “We view teaching knowledge as a domain-specific example of epistemic cognition, as knowledge about teaching is a recognized and institutionalized body of knowledge (Fives & Buehl, 2008).”
Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan (2020, background): “Many studies have been conducted to assess teachers’ perceptions about their skills, ability, and knowledge [10], but they did not include values in such studies.”
Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “In addition, these beliefs are often anti-intellectual in nature and can be very difficult to change, which is a problem if the beliefs are in fact ill-judged (Ennis, 1994).”