International Handbook of Research on Teachers Beliefs 1st Edition by Helenrose Fives, Michele Gregoire Gill ISBN 9781136265822 1136265821

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ISBN 10: 1136265821
ISBN 13: 1136265821
Author: Helenrose Fives, Michele Gregoire Gill

International Handbook of Research on Teachers Beliefs 1st Edition Table of contents:

Chapter 1 Introduction

Overview of Sections and Chapters

Foundations of Teachers’ Beliefs Research

Studying Teachers’ Beliefs

Teachers’ Identity, Motivation, and Affect

Contexts and Teachers’ Beliefs

Teachers’ Beliefs about Knowing and Teaching within Academic Domains

Teachers’ Beliefs about Learners

Considerations for Theory, Research, and Practice

Considerations for Theory

Considerations for Research Design

Considerations for Practice

Conclusion

References

Section I Foundations of Teachers’ Beliefs Research

Chapter 2 The Promises, Problems, and Prospects of Research on Teachers’ Beliefs

The Promises of Research on Teachers’ Beliefs

The Teachers’ Move to the Center Stage of Curriculum Enactment

Beliefs as an Explanatory Principle for Practice

The Problems of Research on Teachers’ Beliefs

Conceptual Issues

Methodological Issues

Revisiting the Belief-Practice Quandary

Towards a Participatory Approach

Discussion

Concluding Remarks

References

Chapter 3 Historical Overview and Theoretical Perspectives of Research on Teachers’ Beliefs

Beliefs as a Central Component of Personality

A Dream Deferred?

Rumblings of Paradigm Shifts

Paradigm Proliferation (Teacher Thinking, Interpretive and Sociocultural Analysis)

Clarifying the Construct of Teachers’ Beliefs

Coming of Age or Not? The Tentative Legitimacy of Research on Teachers’ Beliefs

Encouraging Research on Teacher Change

Increasing Complexity and the Desire to Return to Simplicity

Understanding Teachers’ Beliefs in their Complex Ecological Contexts

Changing the Beliefs of Researchers, Teacher Educators, and Educational Policymakers

References

Chapter 4 The Development of Teachers’ Beliefs

Development of Teachers’ Beliefs

Reasons for Studying the Development of Teachers’ Beliefs

Characteristics Affecting Belief Development

Research Using Personal Practical Theories (PPTs)

Defining PPTs

How the Personal Theorizing Process Works

Summary of Research Based on Teachers’ PPTs

Findings Across PPT Studies

Strengths and Weaknesses in Studies of Belief Development

Strengths

Weaknesses

Recommendations

Teacher Educators

Researchers

References

Chapter 5 The Relationship between Teachers’ Beliefs and Teachers’ Practices

Definitions, Methods, and Approach to the Chapter

Possible Relations between Teachers’ Beliefs and Practices

Beliefs Influence Practice

Practice Influences Beliefs

Teachers’ Beliefs Are Disconnected From Their Practices

Reciprocal, but Complex, Relationships Between Teachers’ Beliefs and Practice

Consequences of Belief Congruence/Incongruence

Supports and Hindrances to the Enactment of Beliefs

Internal Factors

External Factors

Implications for Research and Practice

References

Section II Studying Teachers’ Beliefs

Chapter 6 Assessing Teachers’ Beliefs Challenges and Solutions

Four Conceptual Challenges

Ten Assessment Strategies

Validity Challenges and their Solution

General Principles for Improving Assessments

Summary

References

Chapter 7 Measuring Teachers’ Beliefs For What Purpose?

Scope of the Review

Data Analysis Methods

How Were Measures Selected?

Paradigms of Measurement

How Were Chapter Beliefs Framed?

Synopsis of Belief Measures

Accurate Interpretation of Belief Data

Measurement Concerns

Interpretative Concerns

Recommendations for Practitioners and Future Research

References

Chapter 8 Qualitative Approaches to Studying Teachers’ Beliefs

Qualitative Approaches to Studying Teachers’ Beliefs

Description of Search and Reviewing Process

Identification of Methodologies

Case Study

Phenomenology

Grounded Theory

Narrative Research

Ethnography

Action Research

Self-Study

General Qualitative Methodology

Methodological Trends

Critique

Contributions of Qualitative Research

Methodological and Interpretive Rigor

Conclusion

References

Chapter 9 Methods for Studying Beliefs Teacher Writing, Scenarios, and Metaphor Analysis

Teacher Writing

Life Writing: Autobiographies and Life Histories

Journals, Diaries, Blogs, and Logs

Strengths and Weaknesses of Research Using Teacher Writing

Scenarios

Incidents

Dilemmas

Issues, Episodes, Vignettes, and Situations

Strengths and Weaknesses of Scenarios

Metaphors and Beliefs

Metaphor Analysis

Strengths and Weakness of Metaphor Analysis

Conclusion

References

Section III Teachers’ Identity, Motivation, and Affect

Chapter 10 The Intersection of Identity, Beliefs, and Politics in Conceptualizing “Teacher Identity”

Definitions of Teacher Identity, Teachers’ Beliefs, and Politics

Exploring Characteristics of Teacher Identity

The Aspects of Identity Formation as Intertwined with Beliefs

Emotion Aspects

Narrative and Discourse Aspects

Reflection Aspects

Agency/Structure Aspects

Implications for Teacher Education, Teacher Professional Development, and Future Research

Conclusion

References

Chapter 11 A Motivational Analysis of Teachers’ Beliefs

How can a Motivational Lens Add to Our Understanding of Teachers’ Beliefs?

Theories of Teacher Motivation

Expectancy-Value Theory (EVT)

Achievement Goal Theory

Self-Determination Theory

Approaches to the Study of Teacher Motivations and Beliefs

Etic Approaches

Emic Approaches

Outlook and Future Directions

References

Chapter 12 The Career Development of Preservice and Inservice Teachers Why Teachers’ Self-Efficacy Beliefs Matter

Contextualizing the Problem

Social Cognitive Career Theory

Overview

Implications for Teacher Education and Development

Recommendations for Future Research

Summary

Note

References

Chapter 13 A “Hot” Mess Unpacking the Relation Between Teachers’ Beliefs and Emotions

Definitions

Relationship between Beliefs and Affect

Affect Influences Beliefs

Beliefs Influence Affect

Complex Interactive Relations Between Beliefs and Affect

Conceptual Change Theories and Teachers’ Beliefs

Dynamic Models of Teachers’ Beliefs Change

Beliefs about Emotions that Influence Teaching

Implications for Classroom Practice

Conclusion

References

Section IV Contexts and Teachers’ Beliefs

Chapter 14 Teachers’ Beliefs about Teaching (And Learning)

Context and Framework

Emergent Design

Findings

Relevance of Teachers’ Beliefs About Teaching and Learning

Teachers’ Beliefs About Learning

Teachers’ Beliefs About Teaching

Trends in Belief Change

Insights and Recommendations

Closing

References

Chapter 15 Teachers’ Instructional Beliefs and the Classroom Climate Connections and Conundrums

Teachers’ Beliefs and Instruction

Teachers’ Beliefs and the Socioemotional Climate

Examining Teachers’ Beliefs More Closely

Teacher Self-Efficacy Beliefs

Teacher Goal Orientation Beliefs

Teacher Expectations

Conclusion

References

Chapter 16 Teachers’ Beliefs about Assessment

Belief Terminology in the Field of Educational Assessment

Methodology

Chapter Overview

Beliefs about the Purposes of Assessment

Pedagogical Beliefs and Conceptions About the Purposes of Assessment

Mixed Beliefs and Conceptions About the Purposes of Assessment

Accounting Beliefs and Conceptions About the Purposes of Assessment

Beliefs and Conceptions That Assessment Is Irrelevant

Beliefs about Different Forms of Assessment

Beliefs About Assessment Methods

Beliefs About Formative Assessment

Cross-Cultural Differences in Teachers’ Conceptions of Assessment

Low-Stakes Accountability Contexts

High-Stakes Accountability Contexts

Alignment between Beliefs and Practices

Findings and Implications

Notes

References

Chapter 17 Context Matters The Influence of Collective Beliefs and Shared Norms

Collective Beliefs and Normative Conditions

Collective Efficacy

Collective Faculty Trust in Students and Families

Faculty Trust in Students

Teachers’ Collective Beliefs About Families

Norms that Stem from Collective Beliefs of Efficacy and Trust

Teachers’ and Students’ Collective Perceptions of Academic Press

Teacher Professionalism: An Outcome and Influencer of Organizational Beliefs

Implications for Practice, Policy, and Future Research

School Leaders Roles in Fostering Collective Beliefs and Shared Norms

Policy Issues in Fostering Collective Beliefs

Directions for Future Research

References

Section V Teachers’ Beliefs About Knowing and Teaching Within Academic Domains

Chapter 18 Personal Epistemologies and Teaching

Different Terminology and Traditions in Personal Epistemology

Epistemological Development

Epistemological Resources and Framing

Multidimensional Epistemological Beliefs

Epistemological Theories

A Focus on Justification of Knowledge

Teachers’ Personal Epistemologies

Teacher Learning and Personal Epistemology

Teachers’ Personal Epistemologies in Classrooms

Influencing Children’s Personal Epistemologies

Changes in Teachers’ Personal Epistemologies

Implications for Teacher Education

Critical Reflection on Personal Epistemology

Augmented Activation and Refutational Texts

Conclusion

References

Chapter 19 The Individual, the Context, and Practice A Review of the Research on Teachers’ Beliefs Related to Mathematics

Definition of Beliefs

Beliefs as an Individualized Construct

Beliefs as a Social Construct

Teachers’ Mathematical Beliefs/Hierarchical Structure

Teachers’ Beliefs and Instructional Practices Along the Teaching Continuum

Preservice Teachers: Nature of Beliefs and Belief Change

Inservice Teachers: Beliefs-Practice Relationship and Other Influential Factors

The Influence of Cognitive and Contextual Factors on Beliefs and Teachers’ Practices

Directions for Future Research

Theoretical Implications: Attending to the Issue of “Inconsistency”

Methodological Implications

Practical Implications: Belief Change or Foregrounding Core Beliefs?

Notes

References

Chapter 20 Beliefs about Reading, Text, and Learning from Text

Characteristics of Our Exploration

Underpinnings

Methods

Review of Relevant Literature

Beliefs About Reading Instruction

Relation Between Teachers’ Beliefs and Practice

Factors Influencing Teachers’ Beliefs

Beliefs About What Reading Is and How It Develops

Teachers as Readers

Reflections on Our Findings

Strengths and Weaknesses of Identified Literature

Implications for Classroom Practice and Teacher Education

Implications for Research

References

Chapter 21 Science Teachers’ Beliefs Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing

The Nature of Science Teachers’ Beliefs

Epistemic Beliefs

Teaching Self-Efficacy

Research on Science Teachers’ Beliefs

Epistemic Beliefs

Self-Efficacy

Implications for Theory and Practice

Meaning Systems: The Interaction Between Epistemic Beliefs and Self-Efficacy

Implications for Science Education

Developing Science Teachers’ Practices

References

Chapter 22 Teachers’ Beliefs about Social Studies

Teachers’ Beliefs about the Purpose of Social Studies

Teachers’ Beliefs about Pedagogy

Teachers’ Beliefs about Social Studies Content

History

Citizenship

Geography

Teachers’ Beliefs about Controversial Issues

Social Studies Teachers’ Beliefs about Themselves and their Students

Social Studies Teachers’ Beliefs About Themselves

Social Studies Teachers’ Beliefs About Students

Future Directions

References

Chapter 23 Teachers’ Beliefs and Uses of Technology to Support 21st-century Teaching and Learning

Historical Context

Explicating the Beliefs-Practice Relationship

Linking Teachers’ Beliefs With Technology Integration Processes

Linking Teachers’ Beliefs With Types of Technology Uses

Linking Beliefs and Technology Use: A Complex Process of Change

Implications for Practice

Professional Development

Implications for Future Research

Conclusion

References

Section VI Teachers’ Beliefs About Learners

Chapter 24 Preschool Teachers’ Ideas about how Children Learn Best An Examination of Beliefs About the Principles of Developmentally Appropriate Practice

What is DAP?

Endorsement and Employment of DAP

Measuring DAP Beliefs and Behaviors

Research Findings on DAP Beliefs and Behaviors

Educational/Experiential Context and DAP

Structural Context and DAP

Examining DAP Beyond Self-Report

Implications for Increasing Belief-Action Congruency

Address Structural Constraints

Opportunities for Educational and Specialized Training

Maximize Existing Educational Experiences by Focusing on Beliefs

References

Chapter 25 Teachers’ Beliefs about Cultural Diversity Problems and Possibilities

Status of the Study of Teachers’ Beliefs about Cultural Diversity

What Teachers Believe about Cultural Diversity

Importance of Teacher Beliefs about Cultural Diversity

Implications for Future Practice and Research

Conclusion

References

Chapter 26 Teachers’ Beliefs about English Language Learners

Review Methods

Results

What Teachers Believe Regarding the Teaching of ELLs

Variables Related to Teachers’ Beliefs About ELLs

The Relationship Between Teachers’ Beliefs About ELLs and Their Practices

Discussion and Implications

Key Findings of the Review

Recommendations for Future Research

Implications for Teacher Preparation and Professional Development

Note

References

Chapter 27 Teachers’ Beliefs about Students with Special Needs and Inclusion

Conclusions, Challenges, Future Research, and Recommendations

Challenges

Future Research

References

Contributors

Index

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