Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension

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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? (2012, background): “Hermans et al. (2008) argued that teachers ’ beliefs are infl uenced by the larger cultural context beyond their classrooms and concluded that a more general measure assessing underlying beliefs was necessary.”
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “[32] I find it important to use time to have students”
The role of individual and contextual factors in the development of maths skills (2009, unknown): “Generally, two major approaches to teaching have been differentiated: behaviourist or teacher‐centered teaching, with an emphasis on acquiring calculation and variation skills, and on stressing practice rather than comprehension; and constructivist or learner‐centered teaching (Ackerman, 2003 ; Her”
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, result): “First, our findings are in line with the bulk of research documenting the importance of teachers’ beliefs in understanding and predicting classroom related behavior (Fives & Buehl, 2012; Hermans et al., 2008; Nespor, 1987; Richardson, 1996; Rokeach, 1968; Woolfolk Hoy et al., 2006).”