(Ebook PDF) International Handbook of Research on Teachers Beliefs 1st edition by Helenrose Fives 1136265821 9781136265822 full chapters

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ISBN-10 ‏ : ‎1136265821 

ISBN-13 ‏ : ‎ 9781136265822

Author :  Helenrose Fives 

Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.

International Handbook of Research on Teachers’ Beliefs 1st Table of contents:

Chapter 1 Introduction
Overview of Sections and Chapters
Foundations of Teachers’ Beliefs Research
Studying Teachers’ Beliefs
Teachers’ Identity, Motivation, and Affect
Contexts and Teachers’ Beliefs
Teachers’ Beliefs about Knowing and Teaching within Academic Domains
Teachers’ Beliefs about Learners
Considerations for Theory, Research, and Practice
Considerations for Theory
Considerations for Research Design
Considerations for Practice
Conclusion
References
Section I Foundations of Teachers’ Beliefs Research
Chapter 2 The Promises, Problems, and Prospects of Research on Teachers’ Beliefs
The Promises of Research on Teachers’ Beliefs
The Teachers’ Move to the Center Stage of Curriculum Enactment
Beliefs as an Explanatory Principle for Practice
The Problems of Research on Teachers’ Beliefs
Conceptual Issues
Methodological Issues
Revisiting the Belief-Practice Quandary
Towards a Participatory Approach
Discussion
Concluding Remarks
References
Chapter 3 Historical Overview and Theoretical Perspectives of Research on Teachers’ Beliefs
Beliefs as a Central Component of Personality
A Dream Deferred?
Rumblings of Paradigm Shifts
Paradigm Proliferation (Teacher Thinking, Interpretive and Sociocultural Analysis)
Clarifying the Construct of Teachers’ Beliefs
Coming of Age or Not? The Tentative Legitimacy of Research on Teachers’ Beliefs
Encouraging Research on Teacher Change
Increasing Complexity and the Desire to Return to Simplicity
Understanding Teachers’ Beliefs in their Complex Ecological Contexts
Changing the Beliefs of Researchers, Teacher Educators, and Educational Policymakers
References
Chapter 4 The Development of Teachers’ Beliefs
Development of Teachers’ Beliefs
Reasons for Studying the Development of Teachers’ Beliefs
Characteristics Affecting Belief Development
Research Using Personal Practical Theories (PPTs)
Defining PPTs
How the Personal Theorizing Process Works
Summary of Research Based on Teachers’ PPTs
Findings Across PPT Studies
Strengths and Weaknesses in Studies of Belief Development
Strengths
Weaknesses
Recommendations
Teacher Educators
Researchers
References
Chapter 5 The Relationship between Teachers’ Beliefs and Teachers’ Practices
Definitions, Methods, and Approach to the Chapter
Possible Relations between Teachers’ Beliefs and Practices
Beliefs Influence Practice
Practice Influences Beliefs
Teachers’ Beliefs Are Disconnected From Their Practices
Reciprocal, but Complex, Relationships Between Teachers’ Beliefs and Practice
Consequences of Belief Congruence/Incongruence
Supports and Hindrances to the Enactment of Beliefs
Internal Factors
External Factors
Implications for Research and Practice
References
Section II Studying Teachers’ Beliefs
Chapter 6 Assessing Teachers’ Beliefs Challenges and Solutions
Four Conceptual Challenges
Ten Assessment Strategies
Validity Challenges and their Solution
General Principles for Improving Assessments
Summary
References
Chapter 7 Measuring Teachers’ Beliefs For What Purpose?
Scope of the Review
Data Analysis Methods
How Were Measures Selected?
Paradigms of Measurement
How Were Chapter Beliefs Framed?
Synopsis of Belief Measures
Accurate Interpretation of Belief Data
Measurement Concerns
Interpretative Concerns
Recommendations for Practitioners and Future Research
References
Chapter 8 Qualitative Approaches to Studying Teachers’ Beliefs
Qualitative Approaches to Studying Teachers’ Beliefs
Description of Search and Reviewing Process
Identification of Methodologies
Case Study
Phenomenology
Grounded Theory
Narrative Research
Ethnography
Action Research
Self-Study
General Qualitative Methodology
Methodological Trends
Critique
Contributions of Qualitative Research
Methodological and Interpretive Rigor
Conclusion
References
Chapter 9 Methods for Studying Beliefs Teacher Writing, Scenarios, and Metaphor Analysis
Teacher Writing
Life Writing: Autobiographies and Life Histories
Journals, Diaries, Blogs, and Logs
Strengths and Weaknesses of Research Using Teacher Writing
Scenarios
Incidents
Dilemmas
Issues, Episodes, Vignettes, and Situations
Strengths and Weaknesses of Scenarios
Metaphors and Beliefs
Metaphor Analysis
Strengths and Weakness of Metaphor Analysis
Conclusion
References
Section III Teachers’ Identity, Motivation, and Affect
Chapter 10 The Intersection of Identity, Beliefs, and Politics in Conceptualizing “Teacher Identity”
Definitions of Teacher Identity, Teachers’ Beliefs, and Politics
Exploring Characteristics of Teacher Identity
The Aspects of Identity Formation as Intertwined with Beliefs
Emotion Aspects
Narrative and Discourse Aspects
Reflection Aspects
Agency/Structure Aspects
Implications for Teacher Education, Teacher Professional Development, and Future Research
Conclusion
References
Chapter 11 A Motivational Analysis of Teachers’ Beliefs
How can a Motivational Lens Add to Our Understanding of Teachers’ Beliefs?
Theories of Teacher Motivation
Expectancy-Value Theory (EVT)
Achievement Goal Theory
Self-Determination Theory
Approaches to the Study of Teacher Motivations and Beliefs
Etic Approaches
Emic Approaches
Outlook and Future Directions
References
Chapter 12 The Career Development of Preservice and Inservice Teachers Why Teachers’ Self-Efficacy Beliefs Matter
Contextualizing the Problem
Social Cognitive Career Theory
Overview
Implications for Teacher Education and Development
Recommendations for Future Research
Summary
Note
References
Chapter 13 A “Hot” Mess Unpacking the Relation Between Teachers’ Beliefs and Emotions
Definitions
Relationship between Beliefs and Affect
Affect Influences Beliefs
Beliefs Influence Affect
Complex Interactive Relations Between Beliefs and Affect
Conceptual Change Theories and Teachers’ Beliefs
Dynamic Models of Teachers’ Beliefs Change
Beliefs about Emotions that Influence Teaching
Implications for Classroom Practice
Conclusion
References
Section IV Contexts and Teachers’ Beliefs
Chapter 14 Teachers’ Beliefs about Teaching (And Learning)
Context and Framework
Emergent Design
Findings
Relevance of Teachers’ Beliefs About Teaching and Learning
Teachers’ Beliefs About Learning
Teachers’ Beliefs About Teaching
Trends in Belief Change
Insights and Recommendations
Closing
References
Chapter 15 Teachers’ Instructional Beliefs and the Classroom Climate Connections and Conundrums
Teachers’ Beliefs and Instruction
Teachers’ Beliefs and the Socioemotional Climate
Examining Teachers’ Beliefs More Closely
Teacher Self-Efficacy Beliefs
Teacher Goal Orientation Beliefs
Teacher Expectations
Conclusion
References
Chapter 16 Teachers’ Beliefs about Assessment
Belief Terminology in the Field of Educational Assessment
Methodology
Chapter Overview
Beliefs about the Purposes of Assessment
Pedagogical Beliefs and Conceptions About the Purposes of Assessment
Mixed Beliefs and Conceptions About the Purposes of Assessment
Accounting Beliefs and Conceptions About the Purposes of Assessment
Beliefs and Conceptions That Assessment Is Irrelevant
Beliefs about Different Forms of Assessment
Beliefs About Assessment Methods
Beliefs About Formative Assessment
Cross-Cultural Differences in Teachers’ Conceptions of Assessment
Low-Stakes Accountability Contexts
High-Stakes Accountability Contexts
Alignment between Beliefs and Practices
Findings and Implications
Notes
References
Chapter 17 Context Matters The Influence of Collective Beliefs and Shared Norms
Collective Beliefs and Normative Conditions
Collective Efficacy
Collective Faculty Trust in Students and Families
Faculty Trust in Students
Teachers’ Collective Beliefs About Families
Norms that Stem from Collective Beliefs of Efficacy and Trust
Teachers’ and Students’ Collective Perceptions of Academic Press
Teacher Professionalism: An Outcome and Influencer of Organizational Beliefs
Implications for Practice, Policy, and Future Research
School Leaders Roles in Fostering Collective Beliefs and Shared Norms
Policy Issues in Fostering Collective Beliefs
Directions for Future Research
References
Section V Teachers’ Beliefs About Knowing and Teaching Within Academic Domains
Chapter 18 Personal Epistemologies and Teaching
Different Terminology and Traditions in Personal Epistemology
Epistemological Development
Epistemological Resources and Framing
Multidimensional Epistemological Beliefs
Epistemological Theories
A Focus on Justification of Knowledge
Teachers’ Personal Epistemologies
Teacher Learning and Personal Epistemology
Teachers’ Personal Epistemologies in Classrooms
Influencing Children’s Personal Epistemologies
Changes in Teachers’ Personal Epistemologies
Implications for Teacher Education
Critical Reflection on Personal Epistemology
Augmented Activation and Refutational Texts
Conclusion
References
Chapter 19 The Individual, the Context, and Practice A Review of the Research on Teachers’ Beliefs Related to Mathematics
Definition of Beliefs
Beliefs as an Individualized Construct
Beliefs as a Social Construct
Teachers’ Mathematical Beliefs/Hierarchical Structure
Teachers’ Beliefs and Instructional Practices Along the Teaching Continuum
Preservice Teachers: Nature of Beliefs and Belief Change
Inservice Teachers: Beliefs-Practice Relationship and Other Influential Factors
The Influence of Cognitive and Contextual Factors on Beliefs and Teachers’ Practices
Directions for Future Research
Theoretical Implications: Attending to the Issue of “Inconsistency”
Methodological Implications
Practical Implications: Belief Change or Foregrounding Core Beliefs?
Notes
References
Chapter 20 Beliefs about Reading, Text, and Learning from Text
Characteristics of Our Exploration
Underpinnings
Methods
Review of Relevant Literature
Beliefs About Reading Instruction
Relation Between Teachers’ Beliefs and Practice
Factors Influencing Teachers’ Beliefs
Beliefs About What Reading Is and How It Develops
Teachers as Readers
Reflections on Our Findings
Strengths and Weaknesses of Identified Literature
Implications for Classroom Practice and Teacher Education
Implications for Research
References
Chapter 21 Science Teachers’ Beliefs Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing
The Nature of Science Teachers’ Beliefs
Epistemic Beliefs
Teaching Self-Efficacy
Research on Science Teachers’ Beliefs
Epistemic Beliefs
Self-Efficacy
Implications for Theory and Practice
Meaning Systems: The Interaction Between Epistemic Beliefs and Self-Efficacy
Implications for Science Education
Developing Science Teachers’ Practices
References
Chapter 22 Teachers’ Beliefs about Social Studies
Teachers’ Beliefs about the Purpose of Social Studies
Teachers’ Beliefs about Pedagogy
Teachers’ Beliefs about Social Studies Content
History
Citizenship
Geography
Teachers’ Beliefs about Controversial Issues
Social Studies Teachers’ Beliefs about Themselves and their Students
Social Studies Teachers’ Beliefs About Themselves
Social Studies Teachers’ Beliefs About Students
Future Directions
References
Chapter 23 Teachers’ Beliefs and Uses of Technology to Support 21st-century Teaching and Learning
Historical Context
Explicating the Beliefs-Practice Relationship
Linking Teachers’ Beliefs With Technology Integration Processes
Linking Teachers’ Beliefs With Types of Technology Uses
Linking Beliefs and Technology Use: A Complex Process of Change
Implications for Practice
Professional Development
Implications for Future Research
Conclusion
References
Section VI Teachers’ Beliefs About Learners
Chapter 24 Preschool Teachers’ Ideas about how Children Learn Best An Examination of Beliefs About the Principles of Developmentally Appropriate Practice
What is DAP?
Endorsement and Employment of DAP
Measuring DAP Beliefs and Behaviors
Research Findings on DAP Beliefs and Behaviors
Educational/Experiential Context and DAP
Structural Context and DAP
Examining DAP Beyond Self-Report
Implications for Increasing Belief-Action Congruency
Address Structural Constraints
Opportunities for Educational and Specialized Training
Maximize Existing Educational Experiences by Focusing on Beliefs
References
Chapter 25 Teachers’ Beliefs about Cultural Diversity Problems and Possibilities
Status of the Study of Teachers’ Beliefs about Cultural Diversity
What Teachers Believe about Cultural Diversity
Importance of Teacher Beliefs about Cultural Diversity
Implications for Future Practice and Research
Conclusion
References
Chapter 26 Teachers’ Beliefs about English Language Learners
Review Methods
Results
What Teachers Believe Regarding the Teaching of ELLs
Variables Related to Teachers’ Beliefs About ELLs
The Relationship Between Teachers’ Beliefs About ELLs and Their Practices
Discussion and Implications
Key Findings of the Review
Recommendations for Future Research
Implications for Teacher Preparation and Professional Development
Note
References
Chapter 27 Teachers’ Beliefs about Students with Special Needs and Inclusion
Conclusions, Challenges, Future Research, and Recommendations
Challenges
Future Research
References
Contributors

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