Exploring Differences in Practicing Teachers' Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs
Dados Bibliográficos
| ID | 4308643 |
|---|---|
| Autores | Helenrose Fives (0000-0002-3639-2005, Montclair State University, NJ, USA), Michelle M Buehl (0000-0001-5652-0863, George Mason University, Fairfax, VA, USA) |
| Ano | 2014 |
| Volume | 65 |
| Fascículo | 5 |
| Páginas | 435-448 |
| Data de publicação | 2014-11-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487114541813 |
| OpenAlex | W2061499977 |
| Idioma | EN |
| Citações recebidas | 19 |
| Referências citadas | 35 |
In this investigation, we assessed 443 teachers' beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers' valuing of teaching knowledge across the clusters. Teachers in the Learned cluster valued knowledge of theory significantly more so than other groups
Cluster (spacecraft) · Knowledge level · Mathematics education · Pedagogy · Scale (ratio) · Teaching method · Computer Science · Educational Strategies and Epistemologies · Motivation and Self-Concept in Sports · Psychology · Teacher Professional Development and Motivation
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| Obras citantes distintas | 19 |
|---|---|
| Citações por ano | 1,73 |
| Intervalo de citações | 2015 - 2026 (12) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 18 |