Theoretical Analysis of the Function of Teachers’ Beliefs

• In Event: The Functions of Teachers’ Beliefs: Filter, Frame, and Guide

Abstract

Theoretical Framework and Purpose

Despite the vast research on teachers beliefs (e.g., Pajares, 1992; Woolfolk-Hoy et al., 2006) little attention has been paid to nature and function of beliefs. That is, what do beliefs do? Drawing from the existing literature Fives and Buehl (in press) identified three functions of teachers’ beliefs. Beliefs filter information (e.g., Nespor, 1987); frame problems (e.g., Rimm et al., 2006); and guide actions (e.g., Hancock & Gallard, 2004; see Figure 1). Herein I describe these functions based on the existing literature and speculate on the importance for researchers and practitioners to attend to specific belief functions in their work.

The Functions of Teacher’s Beliefs

Beliefs as Filters. As filters, beliefs influence the self-system through their influence on perception (Nisbett & Ross, 1980) and interpretation of experiences. The role of beliefs as a filter is particularly relevant in the context of teacher education wherein beliefs may shape what and how teachers learn about teaching. The filtering role of beliefs is exemplified in a study of kindergarten teachers’ beliefs about developmentally appropriate (DAP) or inappropriate (DIP) practices (Lee et al., 2006). Teachers with DAP beliefs were more likely to new techniques learned in an in-service training than teachers with DIP beliefs, suggesting that DAP beliefs were more availing for teachers’ learning the technique, presumably because it was congruent with their existing beliefs.

Beliefs as Frames. The framing role of beliefs is reflected in the ways that beliefs are used to define or frame a problem or task. Nespor (1987) noted the importance of beliefs for framing ill-defined problems that are typical within the classroom. Framing beliefs help to structure the problem space by identifying salient features and ruling out insignificant ones. In a study of pre-service teachers’ beliefs about knowledge and learning, Yadav and Koehler (2007) asked participants to review video cases, select clips as examples of good reading instruction, and describe the events in the selected clips. Participants with different beliefs attended to distinctly different aspects of the video and therefore framed the task in distinctly different ways.

Beliefs as Guides. The guiding function of beliefs emerges in their motivational abilities to move teachers to action. For instance, Abrami et al. (2004) examined teachers’ use of cooperative learning in relation to their motivational beliefs. Teachers’ expectancy beliefs that they could successfully implement the technique differentiated teachers who used cooperative learning from those who did not. Thus, expectancy beliefs may serve as a guide for immediate action.

Significance and Implications

Different types of beliefs may serve different functions at in different situations. Teacher educators and school leaders need to consider how, and what beliefs or belief systems influence teachers’ interpretation (filter), application (frame), and implementation (guide) of new pedagogical approaches and reforms. Effective implementation of desired teaching practices may require belief change at multiple levels of belief, and change at one level (e.g., filters or frames) may not ensure successful belief enactment.

Figure 1: Beliefs act as filters, frames, or guides













 

Author

• Helenrose Fives, Montclair State University