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Exploring Differences In Practicing Teachers’ Valuing Of Pedagogical Knowledge Based On Teaching Ability Beliefs, Helenrose Fives, Michelle M. Buehl
Exploring Differences In Practicing Teachers’ Valuing Of Pedagogical Knowledge Based On Teaching Ability Beliefs, Helenrose Fives, Michelle M. Buehl
Department of Educational Foundations Scholarship and Creative Works
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.
Examining The Factor Structure Of The Teachers' Sense Of Efficacy Scale, Helenrose Fives, Michelle M. Buehl
Examining The Factor Structure Of The Teachers' Sense Of Efficacy Scale, Helenrose Fives, Michelle M. Buehl
Department of Educational Foundations Scholarship and Creative Works
The authors examined the factor structure of the long and short forms of the Teachers' Sense of Efficacy Scale (TSES; M. Tschannen-Moran & A. Woolfolk-Hoy, 2001) for practicing (n = 102) and preservice teachers (n = 270), comparing the responses to both forms of the TSES, and looked for differences in teachers' efficacy with respect to experience and grade level taught. They found the 3-factor structure - efficacy for classroom management, instructional practices, and student engagement - to be appropriate for practicing teachers, but they found a single efficacy factor to be appropriate for preservice teachers. The long and short …
Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?, Michelle M. Buehl, Helenrose Fives
Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?, Michelle M. Buehl, Helenrose Fives
Department of Educational Foundations Scholarship and Creative Works
The authors analyzed the open-ended responses of preservice (n = 53) and practicing (n = 57) teachers in terms of themes related to beliefs regarding the source and stability of teaching knowledge. Findings indicate that participants hold a range of beliefs regarding these constructs. Six themes related to the source of teaching knowledge emerged: formal education, formalized bodies of knowledge, observational learning, collaboration with others, enactive experiences, and self-reflection. For beliefs about the stability of teaching knowledge, individuals expressed beliefs about the amount, direction, and quality of knowledge change with regard to various aspects of knowledge (e.g., content knowledge, use …