A Situative Analysis of the Relationship Between Faculty Beliefs and Teaching: Implications for Instructional Improvement

• In Event: Teaching Quality and the Culture of Teaching

Abstract

This study investigates the relationship between faculty beliefs and teaching with a focus on the role of cognitive and organizational factors in mediating this dynamic. Interviews and observations with 56 science and math faculty are analyzed using thematic, exploratory data reduction, and case study techniques. Results include 13 beliefs that have an underlying dimensionality regarding their teacher- or student-centeredness, and two beliefs pertaining to practice and learning styles. Case studies reveal that beliefs, goals, prior knowledge, and perceived affordances interact during decision-making. These findings suggest that faculty do not have a single belief “type,” and that beliefs alone do not determine practice. Thus, instructional improvement should adopt a comprehensive view of professional growth and not focus solely on changing beliefs.

Author

• Matthew Tadashi Hora, University of Wisconsin - Madison