Teacher Beliefs and Classroom Practices: Cognitive Dissonance in High-Stakes Test-Influenced Environments

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-12 - The Impact of Testing on Teacher Identity

Abstract

Teacher beliefs and practices are fundamentally interrelated and, in the classroom, a teacher holding two inconsistent beliefs may experience tension in high-stakes test-influenced environments. The purpose of this study was to qualitatively examine teacher beliefs (deficit beliefs, culturally proficient beliefs) according to classroom teaching practices with diverse students at two elementary schools. Data included classroom observations and survey data and were analyzed using the constant comparative method. Based on the perspective cognitive dissonance theory, findings suggested heterogeneous teacher beliefs parsed differently with teacher practices. Teacher practices were in consonance with deficit beliefs, but in dissonance with culturally proficient beliefs. The findings demonstrate the influence of high-stakes test-influenced environments on how teachers negotiate their belief-practice system in the classroom.

Authors

• Zane Wubbena, Texas State University

• Patricia Lynn Guerra, Texas State University - San Marcos