This study follows in the tradition of research into the relationship between teachers’ espoused beliefs and their enacted practices (Beswick, 2007; Skott, 2009; Thompson, 1984). It draws on a multiple case study of the whole class interactive phases of the mathematics lessons of six English primary teachers and the rationales they offer for their actions. The data yielded two distinct groups o...

this study aimed to investigate the relationship between metacognitive beliefs and self-efficacy in elementary school teachers and their professional skills of orumieh city. the population of this study was all 984 elementary school teachers of second region of orumieh ,so 276 of them were chosen according to kocran formula. three metacognitive beliefs, professional competence and sherer’s self...

Boris Handal 47 Boris Handal has taught and lectured in schools and universities in Australia, Latin America and Asia. He has written extensively on academic issues in academic journals in the United States, United Kingdom, Australia, Latin America, and South East Asia. Boris obtained his Bachelors of Education from the Higher Pedagogical Institute of Peru, a Masters of Education from Edith Cow...

The present study was conducted to assess the teachers’ self efficacy on three subscales namely as Student Engagement, Instructional Strategies and Classroom Management. The main objective of the study was to determine the teachers’ self efficacy on these subscales in relation to gender, age, professional qualification, school status and nature of job. For this purpose a convenient sample of 10...

The purpose of this study is to develop a framework for understanding teachers’ knowledge for teaching mathematics (MKT) by examining a hierarchy of 317 South Korean elementary teachers’ knowledge for teaching mathematics. Through a web-based survey, the teachers were asked to rank order their beliefs about and use of knowledge subdomains for teaching mathematics. Findings show that teachers’ b...

Due to the significance of beliefs in giving direction to the activities of educators, the present study examined the beliefs of 12 Iranian pre-service teachers about democratic education. Overall, the findings of focus group discussion and semi-structured interviews pointed to a technicist and often an apolitical view of teaching held by most of the participants. While these findings can be ex...

This paper reports on the beliefs of a group of K-8 mathematics teachers about appropriate goals and methods of mathematics teaching for students with mathematics learning difficulties and for students generally. The teachers were involved in a brief professional learning program that aimed to provide them with effective strategies for mathematics teaching for numeracy, and to influence their r...

Teachers' self-efficacy beliefs were examined as determinants of their job satisfaction and students' academic achievement. Over 2000 teachers in 75 Italian junior high schools were administered selfreport questionnaires to assess self-efficacy beliefs and their job satisfaction Students' average final grades at the end of junior high school were collected in two subsequent scholastic years. St...

The main purpose of this study was to investigate science, social studies, and classroom teachers’ reading and writing practices, and to investigate their beliefs about content area reading and writing. One hundred and forty-three teachers filled out the survey developed to learn their content area reading and writing practices and beliefs. In the second part of the study, semi-structured inter...

Research on teachers’ (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence teachers’ classroom practices and, therefore, the opportunities that their students have for learning. This study uses a content analysis of 472 self-repo...