Exemplary University Teachers

By Nira Hativa, R. Barak, Etty Simhi. 2001

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Teachers’ selection and enactment of mathematical problems from textbooks (2015, background): “Though beliefs about teaching and learning are not always directly translated into teaching practices (Hativa et al. 2001), as evidenced in Karen’s case, we think that challenging teachers’ beliefs about teaching and learning is fundamental in helping them enact tasks with high cognitive demand.”
Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1). (2017, result): “The findings of this study confirmed the findings of earlier studies that showed inconsistencies between beliefs and practice (e.g., Calderhead, 1996; Ertmer, Gopalakrishnan, & Ross, 2001; Fang, 1996; Kane et al., 2002; Hativa et al., 2001).”