Actionable Knowledge: Educators' Beliefs, Practices, and the Science of Learning

• In Event: Teachers' Beliefs, Perceptions, and Definitions of Key Aspects of Teaching

Abstract

Teachers' beliefs contribute to their instructional practices by forming filters, frames, and guides (Fives & Buehl, 2012). An area of particular importance is teachers' beliefs of how learning works. A significant gap between educator use of findings from learning sciences research impacts the effectiveness of instructional practices This exploratory study examines how teachers' mental models of learning transform through an online course, Introduction to the Learning Sciences and Technologies. Among the findings is evidence that teachers make significant shifts in instructional decision-making due to new knowledge of how learning happens.

Author

• Angela Elkordy, National-Louis University