Teacher Knowledge and Beliefs

By W. Hoy, Heather A. Davis, Stephen J. Pape. 2006

339 citations recorded by the source corpus.

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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).”
The COACTIV Model of Teachers’ Professional Competence (2013, background): “As preparing and implementing instruction can be seen as the key challenge of the teaching profession (Woolfolk Hoy et al. 2006), the success of teaching practice can be measured in terms of teachers’ ability to initiate and support learning processes that enable students to achieve specific…”
Evaluating the Impact of Professional Development (2018, background): “Teacher knowledge is a complex concept and the knowledge teachers have or need has been conceptualized in a variety of ways in the literature (Carter, 1990; Shulman, 1986; Verloop et al., 2001; Woolfolk Hoy et al., 2006).”