The beliefs/practice connection in broadly defined contexts
By Kim Beswick. 2005
216 citations recorded by the source corpus.
The findings of a study that examined the connection between the beliefs of secondary mathematics teachers and their classroom practices are reported in this article. Classroom practice was defined in terms of the extent to which classroom environments could be characterised as constructivist. Cluster analysis was used to group teachers according to their responses to a beliefs instrument and to group their classes according to their average responses to a classroom environment survey. Associations between the two sets of clusters were found, suggesting some consistency between broad relatively decontextualised teacher beliefs and student perceptions considered at the whole class level.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/438f6dfa645ad79c196a5cd28c706b892be92627
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In Education
- Helenrose Fives
- Michelle Buehl
- Catherine Attard
- G. Lomas
- Peter Grootenboer
- Kim Beswick
- Ivar Bråten
- B. Hofer
Citations in the corpus
- The affective domain and mathematics education (2012, background): “, Watson, Beswick, Brown, & Callingham, 2007). That said, Walshaw and Cabral (2005) contend that there are a number of studies into affective and cognitive aspects of mathematics learning that are grounded in theories of discursive practice, embodiment, somatic markers, neuroscience, representation ”
- Influencing Teachers’ Beliefs About Teaching Mathematics for Numeracy to Students with Mathematics Learning Difficulties (2007, background): “The relationship between teachers’ beliefs and their classroom practices is complex and subtle as well as powerful (Beswick, 2005a).”
- A Scale for Measuring Teachers' Mathematics-Related Beliefs: A Validity and Reliability Study (2017, unknown): “Studies related to beliefs (i.e. Beswick, 2005; Brown, 2004; Charalambous, Philippou, & Kyriakides, 2002; Genc, 2005; Op’t Eynde & De Corte, 2003; Tatto et al., 2008; Van Zoest, Jones, & Thornton, 1994) are used to develop the questionnaire items.”
- Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, result): “…of studies relating teachers ’ beliefs to their teaching practices, it seems that for every study that offers evidence to support the relation (e.g., Beswick, 2005 ; Mitchell & Hegde, 2007 ), an equal number suggest that beliefs are not consistent with practices (e.g., Lee et al., 2006 ; Stipek &…”