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

Helenrose Fives, Michelle M. Buehl

Research output: Contribution to journalArticle

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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
Issue number5
StatePublished - 13 Nov 2014



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

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