Beliefs System and Knowledge: Analyses of Teachers’ Cognitions and Impact on Teaching

• In Event: Poster Session 9
  In Poster Session: Learning and Motivation in Education

Abstract

This mixed-methods study using surveys, interviews and observations investigated teachers’(N=132) system of beliefs and the impact on their practices. Three distinct clusters of teachers were identified through cluster analysis based on beliefs. Different combinations of beliefs, knowledge and practices were relevant for each cluster. ANOVA results indicated significant differences among clusters with respect to teachers’ epistemic beliefs, science teaching self-efficacy beliefs, but not science content knowledge. Also, correlations among teachers’ reformed science beliefs, self-efficacy beliefs and complex views about knowledge were found. Further, qualitative data revealed common beliefs held across clusters, with emphasis on factors that impact reformed classroom practices. Implications for teacher education and practice are discuss in relationship with study findings.

Authors

• Margareta Maria Thomson, North Carolina State University

• John L. Nietfeld, North Carolina State University