Teachers' scientific epistemological views: The coherence with instruction and students' views***

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Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices (2012, result): “While a number of studies have indicated that teachers’ classroom practice is influenced by their beliefs (e.g. Haney & McArthur, 2002; Tsai, 2006), research has also indicated that teaching behaviour is not always consistent with the teachers’ beliefs (e.”
The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs (2012, background): “While the results of some studies have suggested that there is a match between what teachers say they believe and what they do in the classroom (e.g., Reed 2002; Tsai 2006), others have reported a mismatch between the two (e.g., Brown 1985; Cooney 1985; as cited in Kane 2002).”
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction (2008, background): “However, teachers with different beliefs about knowledge and knowing demonstrated a different understanding of which cognitive strategies would better foster students’ understanding of the discipline taught (e.g., Brickhouse 1990 ;D uschl and Wright1989 ;G allagher1991; Hashweh 1996; Tsai 2006 ).”
The influence of core teaching conceptions on teachers' use of inquiry teaching practices (2007, background): “Teachers’ scientific epistemological views are often consistent with their instructional beliefs and practice (Tsai, 2006).”