Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?

By Michelle Buehl, Helenrose Fives. 2009

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/70b8ee35aaa6fdf3c594b1af8594b83dabca0e2a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding and Promoting Thinking About Knowledge (2016, unknown): “…Bråten, Strømsø, Anmarkrud, & 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…”
Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2012, background): “Our research on teachers ’ beliefs about the nature of pedagogical knowledge has also suggested that teachers hold different beliefs about the stability and source of knowledge depending on the specifi c of aspect of pedagogical knowledge under consideration ( Buehl & Fives, 2009 ).”
Communities of practice, social learning and networks: exploiting the social side of coach development (2014, background): “Epistemological beliefs are an individual’s beliefs about the nature of knowledge and how it is gained (Howard et al., 2000; Kaartinen-Koutaniemi & Lindblom-Ylänne, 2008; Buehl & Fives, 2009).”
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity (2017, background): “…cognition, the strategies they employ in the classroom (Buehl & Fives, 2009; Lunn Brownlee et al., 2011), and their expectations for students (Buehl & Fives, 2009), we argue that it is important to find ways to develop epistemic cognition in the context of teaching and teacher education…”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “Future research could involve exploratory studies, much like Buehl and Fives (2009), in which teachers from diverse backgrounds are asked to identify the roots of their beliefs in their pedagogical, content, and technological knowledge.”