International Handbook of Research on Teachers' Beliefs
Bibliographic Data
| ID | 23391908 |
|---|---|
| Editors | Helenrose Fives (0000-0002-3639-2005), Michele Gregoire Gill (0000-0001-6457-5645) |
| Year | 2014 |
| Publication date | 2014-08-21 |
| Open Access | No |
| Type | BOOK |
| Venue | International Handbook of Research on Teachers' Beliefs (SOURCE_BOOK) |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.4324/9780203108437 |
| OpenAlex | W280637380 |
| Open Library | OL39994700M |
| ISBN | 9780203108437 |
| Language | EN |
| Citations received | 266 |
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Library science · Mathematics education · Sociology · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology · Attitudes · Cognitive Psychology · Education · Educational psychology · Research · Teachers · Teaching
El léxico y las variedades en los manuales de español como lengua extranjera/segunda lengua usados en Colombia
Measuring primary school teachers’ attitudes towards new technology use
The Relationship Between Attitudes Toward Inclusion, Beliefs About Teaching and Learning, and Subsequent Automatic Evaluations Amongst Student Teachers
The predictive effect of cultural orientation and perceived school climate on the formation of teachers’ growth mindsets
English language teachers’ conceptions of assessment
Pre-service teachers’ beliefs about linguistic and cultural diversity in schools
Opportunities for changing teacher norms vary by underlying factors in teachers' selves, situations, standards, and society
Literature review on teachers’ mindsets, growth-oriented practices and why they matter
South African Life Sciences teachers’ pedagogical beliefs and their influence on information communication and technology integration
Does teachers’ self-reported growth mindset ensure growth mindset-oriented feedback practices in the classroom
Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning
Assessment Conceptions and Practices
The epistemic judgement framework
Physics teachers’ conceptions of equity
Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation
The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology
Socioeconomic Contexts and Teachers’ Evaluation Practices in Beninese Secondary Schools
Differing Views of Equity
Children's interests in the early years classroom
Teaching Experience, Teachers' Beliefs, and Self-Reported Classroom Management Practices
Teacher Cognition of Gender Gap in the English Language Literacy
Understanding K-12 In-service EFL Teachers’ Online Assessment Practices and Assessor Identity
EFL Writers' Reconstruction of Writing Beliefs in a Functional Linguistics-Based Curriculum
Effecting Change in Teachers' Epistemological and Pedagogical Beliefs about Vocabulary Learning and Teaching
Beliefs of EFL University Instructors about Teaching Listening in Integration with Speaking, Ethiopia
The social construction of Latino childhood in the New South
The role of study abroad in preparing teachers for multicultural classroom
Development of linguistic critical consciousness of multilingual preservice teachers of color
Toward a Linguistically Responsive Teacher Identity
Motivating Students to Learn is a Creative Act
Exploring Graduate Teaching Assistants’ Beliefs and Practices in Chinese as a Foreign Language Tutoring Program
Leading school improvement through goal-setting
Sentimiento de Autoeficacia en Futuros Docentes
La Digitalización de la Educación en Pandemia. Mirada del Docente Peruano
Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning
What music teacher will I be? A case study on the teaching philosophies of last-year pre-service Swedish music teachers
The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the Covid-19 Outbreak
Medida y evaluación de las creencias sobre la profesión de los maestros en formación
Classroom assessment beliefs of teachers
Primary school teachers’ attitudes toward technology use and stimulating higher-order thinking in students
What is the degree of teacher centrality in optimal teaching of digital literacy in a technology-enhanced environment? Typology of teacher prototypes
Teaching the English Language Learner at the Elementary School
Promoting pedagogical translanguaging in pre-service teachers’ training
Teachers’ beliefs about multilingualism
Investigating team beliefs on multilingualism and language education in early childhood education and care
English language teaching and bridging in mother tongue-based multilingual education
Special issue 20/1
A mixed-methods approach to analysing interdependencies and predictors of pre-service teachers’ beliefs about multilingualism
Forms of culture in the implementation of school reform efforts
Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP)
Estonian Preschool and Primary Teachers’ Intercultural Competence as Shaped by Experiences with Newly Arrived Migrant Students
Identifying factors and inspiring practices for preventing early school leaving in diverse Spain
Towards congruence between teachers’ intentions and practice in intercultural education
The subject ‘music’ from inside versus outside the music teaching profession
Negotiating teacher educators' beliefs about blended learning
Welche Rolle spielen lehr-lern-theoretische Überzeugungen von Schulleitungen und Lehrpersonen für die Unterrichtsqualität
Zusammenhänge zwischen religiös-spirituellen und berufsethischen Überzeugungen von Lehrkräften
Die Wissensgrundlagen des eigenen Fachs verstehen – empirische Befunde zu den epistemologischen Orientierungen von Lehrkräften geisteswissenschaftlicher Fächer
Die Bedeutung migrationsbezogener Überzeugungen von frühpädagogischen Fachkräften für die Qualität pädagogischer Praxis
Crenças de professores e futuros professores portugueses sobre a reprovação no 2o ano de escolaridade
Creencias versus conocimiento en futuro profesorado. Un estudio comparado sobre neuromitos a nivel internacional
Identifying core beliefs of an intercultural educator
Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education
The extent and predictors of linguistically responsive teaching in Southwest China
Monolingual ideologies of Andalusian teachers in the multilingual schools’ context
Spanish lecturers’ beliefs about English medium instruction
Securitised teacher professional identity
Disrupting the educational racial contract of Islamophobia
Does the loss outweigh the gain?’
A study on the relationship between pre-service teachers’ beliefs about students and roles of teachers in special education
Untangling the making and governing of Hong Kong teachers through neoliberal, Confucian, and affective technologies
Beliefs and engagement in an institution-wide pedagogic shift
Primary school teachers’ perspectives on the quality of inclusive education
Teachers’ beliefs and practices in culturally diverse schools
Teachers’ profiles in education for sustainable development
Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play
Early childhood practitioner beliefs about digital media
Blurring the borders between research and practice
Exploring Spanish studio music teachers’ views on topics related to creativity
Uso e integración de las tic en el aula y dificultades del profesorado en activo de cara a su integración
Preservice teachers’ beliefs about high-stakes testing and their working environments
Understanding preservice teachers’ intentions to enact autonomy support
Exploring Chinese Early Childhood Teachers’ Mathematical Belief Profiles and Associated Teacher Characteristics
First Insights into Preschool Teachers’ Instructional Quality in Block Play and Its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects
Pre-service teachers’ beliefs about multilingualism in school
Fostering teacher language awareness in a primary English-language immersion school in France
Pre-service teachers’ ability to identify academic language features
Learning beliefs and autonomous language learning with technology beyond the classroom
Changeability of pre-service teachers’ beliefs about multilingualism
Unravelling upper-secondary school teachers’ beliefs about language awareness
The influence of English language teachers’ social class stereotypes on language teaching
Supportive primary teacher beliefs towards multilingualism through teacher training and professional practice
‘You can be fluent in English but empty-headed’ Language ideologies underlying Namibian primary school teachers’ beliefs
How the co-design, use, and refinement of an instructional model emphasizing argumentation relates to changes in teachers’ beliefs and practices
Teaching for conceptual change in preschool science
Pre-service teachers’ belief changes in an English for specific purposes teacher education context
Context matters
Association between prospective elementary school teachers’ year of study and their type of conception of intelligence
Predictors of multilingual classroom practices of German primary teachers
Exploring teachers’ relational dispositions through reflective noticing
| Unique citing works | 266 |
|---|---|
| Citations per year | 24,18 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 61 |