The Filtering Function of Teacher Beliefs

• In Event: The Functions of Teachers’ Beliefs: Filter, Frame, and Guide

Abstract

Purpose

The current research examined the ways in which teachers’ epistemological beliefs changed during a 15-week graduate class and filtered their graduate classroom experiences. Based on previous work (Brownlee, 2004; Marra, 2005; Olafson & Schraw, 2006) we expected most pre-service teachers to maintain consistent beliefs across the semester. We also expected beliefs to be related to teaching preferences and reactions to instructional experiences in the graduate classroom.

Theoretical Framework

Previous research shows that epistemological beliefs are related to classroom pedagogy (e.g. Brownlee & Berthelsen, 2006). Less clear, though, is how these beliefs actually function. As conceptualized by Fives and Buehl (2011), beliefs serve three functions: filtering information and experience, framing situations and problems, and guiding intention and action. In the current project, we focused on the filtering function of teacher beliefs.

Methods

48 pre-service teachers enrolled in an Early Childhood Education Masters program completed three self-report instruments at the beginning and end of the course, including the Four Quadrant Scale, the Teacher Belief Vignettes, and the Epistemological Beliefs Inventory (EBI) (Schraw, Bendixen, & Dunkle, 2002). Additional data sources included two online prompted reflections about their beliefs and practice, and individual, semi-structured interviews conducted at the end of the semester.

Results

Stability of Relativist Epistemological Beliefs. Participants reported strong relativist beliefs on the Four Quadrant Scale post-test. The majority of students (88%) did not change their quadrant placement. Participants that changed became more relativist (e.g. “I believe I have learned a lot about the value of student–centered learning to make it more engaging and interesting to the individuals in my classroom”).

Preference for Constructivist Teaching Practices. Participants rated the contextualist-oriented classroom vignette as significantly higher than the realist or relativist classroom orientations. Participants also described their constructivist practices (e.g. the importance of open-ended activities, such as play) in their interviews and postings. Relativist epistemological beliefs and constructivist beliefs were significantly correlated, r = .55.

The Role of the Teacher Education Program in Filtering Beliefs. Participants extracted information from the environment (the teacher education program) consistent with their epistemological and constructivist beliefs. They described various aspects of their coursework related to a more explicit understanding of their beliefs: “In this program I have learned how to create meaningful experiences and lesson plans for my students. I have learned that I have a relativist view of knowledge and support constructivist approaches to teaching.”

Significance

The current study demonstrates how beliefs are related to a constructivist learning environment as pre-service teachers extracted these ideas in support of their own beliefs:

"I believe that the professors should facilitate a constructivist view of knowing and learning to their students (the future early childhood educators). In our program, we do a lot of hands-on activities during our classes, which help us gain better understandings of the teaching strategies that we are being taught to use with young children."

Authors

• Lori J. Olafson, University of Nevada - Las Vegas

• Gregory John Schraw, University of Nevada - Las Vegas

• Michelle L. Vander Veldt, California State University - Fullerton