How Students Learn: Identifying the Full Complexity of Teacher Beliefs About Learning (Poster 14)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors

Abstract

Although the literature includes many theories of learning and their application to teaching, teachers’ own conceptions of learning are seldom exposed, examined, or compared to what is stated in the literature. To address this need, this study describes preservice and practicing teachers’ beliefs about student learning. Twelve elementary school teachers, six practicing and six pre-service, responded to a Teachers’ Beliefs about Learning Questionnaire, with four teachers, two practicing and two pre-service, elaborating on their responses in interviews. An inductive thematic analysis led to the identification of seven learning processes that move beyond the typical dichotomy of constructivist versus transmissive labels used to categorize teacher beliefs. Responses also surfaced confusions and misconceptions that can be addressed by teacher educators and researchers.

Authors

• Helenrose Fives, Montclair State University

• Rebecca Myers, Montclair State University

• Carly Berwick, Montclair State University

• Shaina Tsiaklis-William, Memorial High School

• Nicole Barnes, American Psychological Association