A Systematic Review of Approaches to Investigating Teachers’ Beliefs: Uncovering Recent Patterns in Assessment Methods (Poster 2)

• In Event: A Global Perspective of the Landscape of Research on Teachers’ Beliefs

Abstract

Purpose
Teacher beliefs are “fraught with conceptual and methodological problems” (Skott, 2015). For the research field to move forward, we need robust measures that give credence to results, interpretations, and implications (Author, 2015). Therefore, our aim is to provide a systematic overview of the approaches used to investigate teacher beliefs. We focus on core beliefs about central pedagogical practices and constructs (Author, 2019).

Method
Step one included a search in three research databases (Web of Science, PsycINFO, ERIC). Step two was a “forward search” of relevant reviews on this topic, uncovering 1,297 studies. After removal of duplicates, we screened 981 abstracts based on: population, publication period, language, scientific quality. Next, we examined full texts according to population, participants, subject, location, methods, and belief types. The final sample consisted of 251 studies on core beliefs.

Results
Studies that included in-service teachers (n = 160) outnumbered those focusing on pre-service teachers (n = 77). Sample size varied largely (M: 183.22, SD: 255.78), and the studies were conducted in over 50 countries. Further, there was variation in content areas, with STEM subjects prominent (n = 100). The majority were quantitative studies (n = 102), followed by qualitative (n = 94), and mixed studies (n = 55). Studies that used single measures most often implemented questionnaires (n = 100 studies). The 105 studies with several approaches, most often combined two types (n = 69), up to five measures. Combination of questionnaires and interviews was common, but there were over 30 different combinations of two kinds of measures.

There were no clear trends over time in the frequencies of the different approaches. However, several trends became visible when looking across geographical locations and school subjects. Studies from Europe and the Middle East, as well as studies with populations from several countries often used questionnaires. Researchers used interviews more frequently than any other approach in Australasia and Africa; together with America these were the areas with most studies triangulating different measures. Further, STEM subjects and studies that focused on a mix of subjects used interviews, while art subjects often used vignettes. Studies focusing on languages and life science had the highest percentage of multiple measures.

Significance
Based on our systematic overview we discuss findings that speak to possible signs of advances in recent work. For instance, a wide variety of approaches to measuring teachers’ core beliefs are used in the current research. We continue to observe a preference for questionnaires, but also studies applying very different and innovative methods. We also note that there were many examples of triangulation of methods that allowed for insight into participants’ actions, insights, and beliefs. These are positive signs that should be further developed in future research.

Authors

• Leila Eve Ferguson, University of Oslo

• Thamar Voss, University of Freiburg