Examining a teacher’s negotiation through change: understanding the influence of beliefs on behavior

Abstract

Previous research asserts the connection between teacher beliefs and behaviors in the classroom. However, using broad, general constructs collected in teacher self-reported surveys has provided neither clear connections between beliefs and behaviors, nor explanatory power between connected or disparate beliefs. This research examines teacher beliefs from a collection of beliefs perspective that acknowledges a multitude of beliefs coalescing to shape practice observed in the classroom. In this research, qualitative research methods including interviews and classroom observations were used to examine one teacher’s navigation through programmatic change to collect data regarding the teacher’s beliefs central to shaping praxis. Based on the methods employed, two central beliefs emerged (i.e., motivation is key to learning and the teacher’s role as interpreter). While these specific beliefs are interesting and informative, they are understood in this qualitative study as specific to this individual. So, care is taken not to overly extend the importance of these specific beliefs beyond this teacher, but instead to understand the implication that beliefs have on praxis, as well as how beliefs support or compete in their foundational support of instruction.

Keywords:

• belief systems
• educational reform
• teacher behaviors