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Exploring the Situated Nature of Teachers’ Ability-Related Beliefs, Classroom Practices, and Well-Being

Sat, April 13, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 100, Room 115A

Session Type: Symposium

Abstract

Research on teachers’ ability-related beliefs, as well as on classroom practices and outcomes shaped by these beliefs, has often assessed these constructs in an overly broad and generic manner. However, growing evidence suggests that teachers’ beliefs and practices can vary significantly from student to student, class to class, and lesson to lesson. A failure to adequately account for this variability could partly explain why the field has failed to establish reliable empirical links between teachers’ beliefs, practices, and theorized educational outcomes. Thus, this symposium explores the situated nature of teachers’ ability-related beliefs and practices and describes their associations with student motivation and teachers’ occupational well-being. A leading expert on teacher beliefs will synthesize and discuss the four presentations.

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