This Handbook presents a definitive, state-of-the-art overview of the leading research and scholarship on teachers’ beliefs and their influence on students’ learning and classroom environments.
This Handbook presents a definitive, state-of-the-art overview of the leading research and scholarship on teachers’ beliefs and their influence on students’ learning and classroom environments.
Given the education sector’s amplified sociocultural charge, teachers’ beliefs are likely to influence more than just the delivery and assessment of subject areas. Teachers’ beliefs affect their instruction and context of schooling and thus are deserving of further study. This comprehensive volume addresses current research and theory from global perspectives, including new and promising focus areas for scholars and faculty of educational psychology, school psychology, teacher education, education measurement, school counseling, and beyond. It provides both novices and experts alike a foundational understanding of key conceptual frameworks and methodologies for studying teachers’ beliefs, as well as reviews of the literature on teachers’ beliefs about students, subject matter, instruction, assessment, motivation, and learning. This substantively revised second edition retains and deepens the first edition’s attention to theoretical and empirical foundations and pedagogical and domain-oriented beliefs while expanding into individual differences and student identity.
Its numerous applications for education make this handbook an invaluable companion for researchers in education and psychology, with a special focus on K-12 schooling.
Section I: Foundations of Teachers Beliefs Research
1. The Nature and
Purpose of Research on Teachers Beliefs: A Birds Eye Perspective
2. A Look
Back: Historical and Theoretical Perspectives of Teachers Beliefs Research
3. (The Many) Ways to Study Teachers Beliefs: A Scoping Review of Recent
Measurement Approaches
4. Revisiting the Relationship between Teachers
Beliefs and Teachers Practices
5. Relationships Among Teacher Identity and
Teachers Beliefs about Attribution, Self-Efficacy, and Pedagogy
6. Teachers
Motivational Beliefs for Teaching and Being a Teacher Section II: Teachers
Beliefs about Topics Reflecting General Pedagogical Knowledge
7. Teachers
Beliefs about Teaching and Learning
8. Teachers Beliefs about Assessment:
Revisited
9. Teachers Social-Emotional Beliefs
10. Teachers' Beliefs about
Classroom Management
11. The What, Why, How of Teachers Beliefs about
Motivation
12. Teachers Beliefs about Technology for Teaching and Learning
13. Teachers Beliefs about Creativity: A Review of their Content,
Influences, and Impact on Classroom Practice Section III: Beliefs about
Knowing, Teaching, and Subject Matter
14. Teachers Epistemic Cognition:
Developments in Conceptualizations, Measurement, and Research
15. The
Evolution of Teachers Mathematics-related Beliefs Research
16. Teaching in a
Changing Climate: The Importance of Science Teachers Beliefs When
Confronting Socioscientific Issues
17. Teachers Beliefs About Reading,
Readers, Reading Content, and Reading Instruction
18. Social Studies
Teachers Beliefs: Justice, Democracy, and Global Change
19. Teachers
Beliefs In English Language Teaching
20. Insights into Beliefs, Pedagogy, and
Curriculum in Physical Education Section IV: Beliefs about Learners
21. An
Umbrella Review of the Research on Teachers Bias and Expectations
22.
Teachers Beliefs about Dominant Language Learners
23. Teachers' Beliefs
about Students with Disabilities
24. Teachers Beliefs about LGBTQ+
Identities Section V: Cases in Point
25. The Interconnectedness of Teacher
Beliefs, Attitudes, and Minoritized Student Engagement
26. Teachers Beliefs
about the Validity of Educational Research
27. Teacher Beliefs About Social
Justice Teaching: An International Review
Michele Gregoire Gill is Professor of Educational Psychology in the Learning Sciences and Educational Research Department at the University of Central Florida, USA.
Helenrose Fives is Professor of Educational Foundations at Montclair State University, USA.
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