Teachers’ beliefs and knowledge

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

There is a great need to better understand how teachers develop their knowledge and practices to better deal with the problem-solving situations they confront in their teaching life. Research on teacher thinking and problem solving has been based on a fundamental distinction between teachers’ beliefs and knowledge, and how teachers’ intuitive beliefs about learning may influence the way they interpret current information about learning and teaching. In this chapter, I discuss some similarities among the constructs used in educational psychology to describe the beliefs and knowledge of teachers, and those used in cognitive science and science education to describe students’ na¯ve and scientific theories. I proceed to show how findings in the area of student learning can be used to further our knowledge about teacher cognition, with a focus on how to deal with the issue of fragmented and inconsistent knowledge.
Original languageEnglish
Title of host publicationProblem solving for learning and teaching
Subtitle of host publicationA festschrift for Emeritus Professor Mike Lawson
EditorsHelen Askell-Williams, Janice Orrell
Place of PublicationLondon and New York
PublisherRoutledge
Chapter8
Pages99-111
Number of pages13
ISBN (Electronic)978-0-429-40090-2
ISBN (Print)978-0367-001834
DOIs
Publication statusPublished - 2019

Fingerprint Dive into the research topics of 'Teachers’ beliefs and knowledge'. Together they form a unique fingerprint.

  • Cite this

    Vosniadou, S. (2019). Teachers’ beliefs and knowledge. In H. Askell-Williams, & J. Orrell (Eds.), Problem solving for learning and teaching: A festschrift for Emeritus Professor Mike Lawson (pp. 99-111). Routledge. https://doi.org/10.4324/9780429400902