Exploring Differences in Practicing Teachers’ Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs

Helenrose Fives, Michelle M. Buehl

Research output: Contribution to journalArticleResearchpeer-review

12 Citations (Scopus)

Abstract

In this investigation, we assessed 443 teachers’ beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers’ valuing of teaching knowledge across the clusters. Teachers in the Learned cluster valued knowledge of theory significantly more so than other groups.

Original languageEnglish
Pages (from-to)435-448
Number of pages14
JournalJournal of Teacher Education
Volume65
Issue number5
DOIs
StatePublished - 13 Nov 2014

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ability
Teaching
teacher
knowledge
cluster analysis
Group

Keywords

  • quantitative research
  • teacher beliefs
  • teacher knowledge
  • teacher learning

Cite this

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Exploring Differences in Practicing Teachers’ Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs. / Fives, Helenrose; Buehl, Michelle M.

In: Journal of Teacher Education, Vol. 65, No. 5, 13.11.2014, p. 435-448.

Research output: Contribution to journalArticleResearchpeer-review

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