Abstract: Teachers hold many different kinds of beliefs simultaneously. They hold beliefs
about knowledge (epistemology), their students (e.g., attributions, locus of control, motivation, test anxiety, culture, intelligence), and other beliefs about students
and themselves (e.g., self-effi cacy, self-worth, self-concept, self-esteem, and sense of
agency). Teachers also hold beliefs about their subject matter (content), how to teach
(pedagogy), and about the many moral and ethical dilemmas and societal issues that
affect their teaching (e.g., politics, poverty, economics). Pajares (1992) identifi ed a
long list of other terms used interchangeably in the literature on teachers’ beliefs:
attitudes, values, judgments, axioms, opinions, guiding images, ideology, perceptions, conceptions, conceptual systems, dispositions, implicit theories, explicit theories, personal theories, personal practical knowledge, and perspectives. Twenty years
later, Fives and Buehl (2012) stated that “the lack of cohesion and clear defi nitions
has limited the explanatory and predictive potential of teachers’ beliefs” (p. 471).
Publication Year: 2014
Publication Date: 2014-08-21
Language: en
Type: book-chapter
Indexed In: ['crossref']
Access and Citation
Cited By Count: 73
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