Introduction

Michele Gregoire Gill, Helenrose Fives

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Beliefs can be conceptualized as an “individual’s judgment of the truth or falsity of a proposition” (Pajares, 1992, p. 316) or “as a set of interrelated notions” (McAlpine, Eriks-Brophy, & Crago, 1996, p. 392), or “as a set of conceptual representations which store general knowledge of objects, people and events, and their characteristic relationships” (Hermans, van Braak, & Van Keer, 2008, p. 128). As noted by Fives and Buehl (2012), defi ning beliefs is not always the challenge in this fi eld (although it is a challenge), but fi nding consistency across these defi nitions so that one can come to a meaningful, pragmatic, and warranted conceptualization of the research seems to be a more epic quest for scholars in this fi eld: A quest the authors of the International Handbook of Research on Teachers’ Beliefs have undertaken with zeal.

Original languageEnglish
Title of host publicationInternational Handbook of Research on Teachers' Beliefs
PublisherTaylor and Francis
Pages1-10
Number of pages10
ISBN (Electronic)9781136265839
ISBN (Print)9780415539227
DOIs
StatePublished - 1 Jan 2014

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