Article2009

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

203 citations0/0 files storedThe Journal of Experimental Education

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Teacher Education and Leadership Studies Mathematics Education and Teaching Techniques Educational Strategies and Epistemologies

Abstract

The authors analyzed the open-ended responses of preservice (n = 53) and practicing (n = 57) teachers in terms of themes related to beliefs regarding the source and stability of teaching knowledge. Findings indicate that participants hold a range of beliefs regarding these constructs. Six themes related to the source of teaching knowledge emerged: formal education, formalized bodies of knowledge, observational learning, collaboration with others, enactive experiences, and self-reflection. For beliefs about the stability of teaching knowledge, individuals expressed beliefs about the amount, direction, and quality of knowledge change with regard to various aspects of knowledge (e.g., content knowledge, use and integration of technology, knowledge of development and pedagogy). The authors relate their findings to the existing literature and discuss the implications of the identified beliefs for future research as well as teacher education, development, and practice.

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References

1968The Discovery of Grounded Theory: Strategies for Qualitative Research.1998Basics of qualitative research : techniques and procedures for developing grounded theory 1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme 1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

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