Exploring teachers' beliefs about teaching knowledge: Where does it come from? Does it change?

Michelle M. Buehl, Helenrose Fives

Research output: Contribution to journalArticle

53 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)367-407
Number of pages41
JournalJournal of Experimental Education
Volume77
Issue number4
DOIs
StatePublished - 1 Jul 2009

Fingerprint

Teaching
teacher
reflexivity
education
knowledge
learning
Learning
experience
Technology
Education
literature

Keywords

  • Epistemic beliefs
  • Pedagogical knowledge
  • Pedagogical-knowledge beliefs
  • Teacher beliefs

Cite this

@article{7388f6e0aaa94fc3b381a8376c836e3c,
title = "Exploring teachers' beliefs about teaching knowledge: Where does it come from? Does it change?",
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.",
keywords = "Epistemic beliefs, Pedagogical knowledge, Pedagogical-knowledge beliefs, Teacher beliefs",
author = "Buehl, {Michelle M.} and Helenrose Fives",
year = "2009",
month = "7",
day = "1",
doi = "10.3200/JEXE.77.4.367-408",
language = "English",
volume = "77",
pages = "367--407",
journal = "Journal of Experimental Education",
issn = "0022-0973",
publisher = "Routledge",
number = "4",

}

Exploring teachers' beliefs about teaching knowledge : Where does it come from? Does it change? / Buehl, Michelle M.; Fives, Helenrose.

In: Journal of Experimental Education, Vol. 77, No. 4, 01.07.2009, p. 367-407.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Exploring teachers' beliefs about teaching knowledge

T2 - Where does it come from? Does it change?

AU - Buehl, Michelle M.

AU - Fives, Helenrose

PY - 2009/7/1

Y1 - 2009/7/1

N2 - 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.

AB - 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.

KW - Epistemic beliefs

KW - Pedagogical knowledge

KW - Pedagogical-knowledge beliefs

KW - Teacher beliefs

UR - http://www.scopus.com/inward/record.url?scp=67649535615&partnerID=8YFLogxK

U2 - 10.3200/JEXE.77.4.367-408

DO - 10.3200/JEXE.77.4.367-408

M3 - Article

AN - SCOPUS:67649535615

VL - 77

SP - 367

EP - 407

JO - Journal of Experimental Education

JF - Journal of Experimental Education

SN - 0022-0973

IS - 4

ER -