Exploring Teachers’ Analyses of Classroom Instruction: The Effect of Beliefs About Teaching and Learning

• In Event: The Impact of Teacher Reflexivity on Student Achievement

Abstract

This study explored if teacher beliefs about learning shape the lenses through which teachers interpret classroom instruction. We coded 44 teachers’ written analyses of a set of 13 classroom video clips on ratios and proportions for analytic themes indicative of either a cognitive-situated or behaviorist learning perspective and analyzed whether they were consistent with teachers self-reported beliefs measured by a survey. Results indicated that teachers’ beliefs statistically significantly predicted analytic themes for teachers who strongly endorsed a cognitive-situated perceptive. Because analyzing instruction is a fundamental teaching skill, results provide insights into the mechanism by which teacher beliefs might affect instruction.

Authors

• Jared Boulds, The University of Arizona

• Crystal A. Kalinec Craig, The University of Arizona

• Kathleen Jablon Stoehr, Santa Clara University

• Taliesin Sutton, The University of Arizona

• Nicole B. Kersting, The University of Arizona