Educational belief

Draft

Introduction

“The thinking, planning, and decision making of teachers constitute a large part of the psychological context of teaching. It is within this context that curriculum is interpreted and acted upon; where teachers teach and students learn. Teacher behaviour is substantially influenced and even determined by teachers’ thought processes. These are the fundamental assumptions behind the literature that has come to be called research on teacher thinking. (Clark & Peterson, 1986, p. 255).”, cited by Hativa and Goodyear (2002)

Beliefs are part of teachers' thinking, i.e. there is a relationship between teachers' thinking (e.g. their educational beliefs) and their educational practice.

See also:

• teaching style

Bibliography

• Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.

• Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.

• Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.

• Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332.

• Van Driel, J. H., Bulte, A. M. W., & Verloop, N. (2007). The relationships between teachers’ general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17(2), 156–171.

• Voet, M., & De Wever, B. (2017a). Effects of immersion in inquiry-based learning on student teachers’ educational beliefs. Instructional Science.

• Woofolk Hoy, A. W., Davis, H., & Pape, S. (2006). Teachers’ knowledge, beliefs and thinking. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 715–737). Mahwah, NJ: Erlbaum.