Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers' Personal Practical Theories

Teacher Educator

Volumn 48, Issue 3, 2013, Pages 201-217

  Levin, Barbara B ^a   He, Ye ^a   Allen, Melony Holyfield ^a  

^a UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84880032487     PISSN: 08878730     EISSN: 19388101     Source Type: Journal    
DOI: 10.1080/08878730.2013.796029     Document Type: Article

References (41)

1. Borman, G. and Dowling, N. 2008. Teacher attrition and retention: A meta-analytic and narrative review of research. Review of Educational Research, 78 (3): 367 - 409.
2. Buehl, M. M. and Fives, H. 2009. Exploring teachers' beliefs about teaching knowledge: Where does it come from? Does it change?. The Journal of Experimental Education, 77: 367 - 407.
3. Chant, R. H. 2002. The impact of personal theorizing on beginning teaching: Experiences of three social studies teachers. Theory and Research in Social Education, 30: 516 - 540.
4. Chant, R. H. 2009. Developing involved and active citizens: The role of personal practical theories and action research in a standards-based social studies classroom. Teacher Education Quarterly, 36: 181 - 190.
5. Chant, R. H., Heafner, T. L. and Bennett, K. R. 2004. Connecting personal theorizing and action research to preservice teacher development. Teacher Education Quarterly, 31: 25 - 42.
6. Cimbricz, S. 2002. State-mandated testing and teachers' beliefs and practice. Education Policy Analysis Archives, 10 (2) Retrieved from http://epaa.asu.edu/epaa/v10n2.html
7. Cochran-Smith, M. 2004. Teacher education in dangerous times. Journal of Teacher Education, 55 (1): 3 - 7.
8. Connelly, F. M. and Clandinin, D. J. 1985. " Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. ". In Learning and teaching the ways of knowing. NSSE Yearbook Edited by: Eisner, E. 174 - 198. Chicago, IL: University of Chicago Press.
9. Connelly, F. M., Clandinin, D. J. and He, M. F. 1997. Teachers' personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13: 665 - 674.
10. Cornett, J. W. 1990a. Utilizing action research in a graduate curriculum course. Theory Into Practice, 29: 185 - 195.
11. Cornett, J. W. 1990b. Teacher thinking about curriculum and instruction: A case study of a secondary social studies teacher. Theory and Research in Social Education, 18: 248 - 273.
12. Cornett, J. W., Yeotis, C. and Terwilliger, L. 1990. Teacher personal practice theories and their influences upon teacher curricular and instructional actions: A case study of a secondary science teacher. Science Education, 74: 517 - 529.
13. Darling-Hammond, L. 2010. The flat world and education: How America's commitment to equity will determine our future. New York, NY: Teachers College Press.
14. Donovan, M. S. and Bransford, J., eds. 2005. How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press.
15. Elbaz, F. 1981. The teacher's "practical knowledge": Report of a case study. Curriculum Inquiry, 11: 43 - 71.
16. Fairbanks, C., Duffy, G. G., Faircloth, B., He, Y., Levin, B. B., Rohr, J. and Stein, C. 2010. Beyond knowledge: Exploring why some teachers are more thoughtful than others. Journal of Teacher Education, 61: 161 - 171.
17. Fang, Z. 1996. A review of research on teacher beliefs and practices. Educational Research, 38 (1): 47 - 65.
18. Fenstermacher, G. and Richardson, V. 1993. The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies, 25: 101 - 114.
19. Fives, H. and Buehl, M. M. 2008. What do teachers believe? Developing a framework for examining beliefs about teachers' knowledge and ability. Contemporary Educational Psychology, 33: 134 - 176.
20. Fives, H. and Buehl, M. M. 2012. " Spring cleaning for the "messy" construct of teachers' beliefs: What are they? Which have been examined? What can they tell us?. ". In APA Educational Psychology Handbook. Vol. 2: Individual differences and cultural and contextual factors Edited by: Harris, K. R., Graham, S., Urdan, T., Graham, S., Royer, J. M. and Zeidner, M. 471 - 499. Washington, DC: American Psychological Association.
21. Gholami, K. and Husu, J. 2010. How do teachers reason about their practice? Representing the epistemic nature of teachers' practical knowledge. Teaching and Teacher Education, 26: 1520 - 1529.
22. He, Y. and Levin, B. B. 2008. Match or mismatch: How congruent are the beliefs of teacher candidates, teacher educators, and cooperating teachers?. Teacher Education Quarterly, 35: 37 - 55.
23. He, Y., Levin, B. B. and Li, Y. 2011. Comparing the content and sources of the pedagogical beliefs of Chinese and American preservice teachers. Journal of Education for Teaching, 37: 55 - 171.
24. Henry, G. T., Bastian, K. C. and Fortner, C. K. 2011. Stayers and leavers: Early-career teacher effectiveness and attrition. Educational Researcher, 40 (6): 271 - 280.
25. Ingersoll, R. M. 2004. Why do high-poverty schools have difficulty staffing their classrooms with qualified teachers? Retrieved from masters.americanprogress.org/wp-content/uploads/kf/ingersoll-final.pdfReport prepared for Renewing our Schools, Securing our Future: A National Task Force on Public Education
26. Kagan, D. M. 1992. Implications for research on teacher beliefs. Educational Psychologist, 27: 65 - 90.
27. Levin, B. B. and He, Y. 2008. Investigating the content and sources of preservice teachers' personal practical theories (PPTs). Journal of Teacher Education, 59: 55 - 68.
28. Levin, B. B. and He, Y. What do they believe now? A cross-sectional longitudinal follow-up study of teachers' beliefs in action. Paper presented at the annual meeting of the American Educational Research Association. April 2010, Denver, CO.
29. Lortie, D. 1975. Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
30. Marzano, R. J., Pickering, D. and Pollock, J. E. 2001. Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
31. National Council for the Accreditation of Teacher Education. 2008. Professional standards for the accreditation of teacher preparation institutions Washington, DC: NCATE.
32. Nespor, J. 1987. The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19: 317 - 328.
33. Olafson, L. and Schraw, G. 2006. Teachers' beliefs and practices within and across domains. International Journal of Educational Research, 45: 71 - 84.
34. Pajares, M. F. 1992. Teachers' beliefs and educational research: Cleaning up a messy construct. Journal of Educational Research, 62: 307 - 332.
35. Pajares, M. F. 1993. Preservice teachers' beliefs: A focus for teacher education. Action in Teacher Education, 15: 45 - 54.
36. Richardson, V. 1996. " The role of attitudes and beliefs in learning to teach. ". In Handbook of research on teacher education Edited by: Sikula, J. 102 - 119. New York, NY: Simon & Schuster/Macmillan.
37. Richardson, V. 2003. " Preservice teachers' beliefs. ". In Teacher beliefs and teacher education: Advances in teacher education Edited by: Raths, J. and McAninch, A. 1 - 22. Greenwich, CT: Information Age Publishers.
38. Schraw, G. and Olafson, L. 2002. Teachers' epistemological world views and educational practices. Issues in Education, 8: 72 - 196.
39. Tanese, M. and Wang, J. 2010. Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers. Teaching and Teacher Education, 26: 1238 - 1248.
40. Wideen, M., Mayer-Smith, J. and Moon, B. 1998. A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68: 130 - 178.
41. Wong, H. T. and Wong, R. T. 2005. How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications.