Teachers’ articulation of beliefs about teaching knowledge

Conceptualizing a belief framework

Helenrose Fives, Michelle M. Buehl

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

12 Citations (Scopus)

Abstract

Teaching is doing whatever it takes to help students learn concepts, patterns, and systems. It is to be knowledgeable about: methods, instruction, curriculum. And using that knowledge to guide students to become inquisitive, active members of learning communities. (ID 421, practicing teacher) The remarks above describe one teacher's perspective on teaching. An examination of this quote garners insights and inferences regarding the practices this teacher may use in her classroom. The perspective that teaching requires doing “ whatever it takes,” knowledge about a variety of topics, and the ability to use knowledge in multiple ways and settings, suggests that teaching is a very complex task. Thus, the beliefs that underscore this perspective on teaching must be equally complex. In this chapter we explore how preservice and practicing teachers articulate their beliefs about teaching knowledge. By teaching knowledge we mean any knowledge used to facilitate the practice of teaching. Researchers and teacher educators have explored and examined teachers’ beliefs for decades (Pajares, 1992; Kagan, 1992). Teachers’ beliefs have been examined relative to a number of topics or constructs including motivation (e.g., Stipek et al., 2001), adolescent development (e.g., Buchanan et al., 1990), developmental skills and play (e.g., Kemple, 1996; Kowalski et al., 2001), constructivism (e.g., Holt-Reynolds, 2000; McLachlan-Smith and St-George, 2000), instructional practices (e.g., Borko et al., 2000; Lawless and Smith, 1997; Sahin et al., 2002), classroom management and control beliefs (e.g., Weinstein, 1998), diversity (e.g., McAllister and Irvine, 2002; Pohan, 1996), bilingual education (Flores, 2001; Johnson, 2000), special education (e.g., Jordan and Stanovich, 2003; Mantzicopoulos and Neuharth-Prichett, 1998) and and urban education (Roderick, 1994).

Original languageEnglish
Title of host publicationPersonal Epistemology in the Classroom
PublisherCambridge University Press
Pages470-515
Number of pages46
ISBN (Electronic)9780511691904
ISBN (Print)9780521883559
DOIs
StatePublished - 1 Jan 2010

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Teaching
Students
Adolescent Development
Education
Jordan
Special Education
Problem-Based Learning
Aptitude
Curriculum
Motivation
Research Personnel

Cite this

Fives, H., & Buehl, M. M. (2010). Teachers’ articulation of beliefs about teaching knowledge: Conceptualizing a belief framework. In Personal Epistemology in the Classroom (pp. 470-515). Cambridge University Press. https://doi.org/10.1017/CBO9780511691904.015
Fives, Helenrose ; Buehl, Michelle M. / Teachers’ articulation of beliefs about teaching knowledge : Conceptualizing a belief framework. Personal Epistemology in the Classroom. Cambridge University Press, 2010. pp. 470-515
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Fives, H & Buehl, MM 2010, Teachers’ articulation of beliefs about teaching knowledge: Conceptualizing a belief framework. in Personal Epistemology in the Classroom. Cambridge University Press, pp. 470-515. https://doi.org/10.1017/CBO9780511691904.015

Teachers’ articulation of beliefs about teaching knowledge : Conceptualizing a belief framework. / Fives, Helenrose; Buehl, Michelle M.

Personal Epistemology in the Classroom. Cambridge University Press, 2010. p. 470-515.

Research output: Chapter in Book/Report/Conference proceedingChapterResearchpeer-review

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Fives H, Buehl MM. Teachers’ articulation of beliefs about teaching knowledge: Conceptualizing a belief framework. In Personal Epistemology in the Classroom. Cambridge University Press. 2010. p. 470-515 https://doi.org/10.1017/CBO9780511691904.015