International Handbook of Research on Teachers' Beliefs
Routledge (Verlag)
978-1-032-61142-6 (ISBN)
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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.
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.
Section I: Foundations of Teachers’ Beliefs Research 1. The Nature and Purpose of Research on Teachers’ Beliefs: A Bird’s 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
| Erscheint lt. Verlag | 14.5.2026 |
|---|---|
| Reihe/Serie | Educational Psychology Handbook |
| Zusatzinfo | 16 Tables, black and white; 15 Line drawings, black and white; 15 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 453 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Sozialwissenschaften ► Pädagogik ► Didaktik | |
| ISBN-10 | 1-032-61142-1 / 1032611421 |
| ISBN-13 | 978-1-032-61142-6 / 9781032611426 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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