Teacher Beliefs and Classroom Performance
The Impact of Teacher Education
Will be published approx. on 5. September 2000
Book
Hardback
216 pages
978-1-59311-069-7 (ISBN)
Description
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives. Most of the authors who have contributed to this collection of essays assume that beliefs are propositions that are felt to be true by the person embracing them, but that do not necessarily rest on the kind of evidence that justifies the use of the term "knowledge." Teacher beliefs are an important topic because it is hypothesized that teachers and teacher candidates use them to shape the information they receive from formal teacher preparation and to direct subsequent decision-making in the classroom.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 17 mm
Weight
508 gr
ISBN-13
978-1-59311-069-7 (9781593110697)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
James Raths | Amy C. McAninch
Teacher Beliefs and Classroom Performance
The Impact of Teacher Education
E-Book
12/2003
1st Edition
Information Age Publishing
from
€62.33
Available for download
Content
Foreword; Amy C. McAninch and James Raths.
Chapter 1. Preservice Teachers' Beliefs; Virginia Richardson.
Chapter 2. Prompting the Development of Pre-service Teachers' Beliefs through Cases, Action Research, Problem-Based Learning and Technology; Mary Anna Lundeberg and Barbara B. Levin.
Chapter 3. Teacher Beliefs, Performance, and Proficiency in Diversity-Oriented Teacher Preparation; Peter C. Murrell, Jr. and Michele Foster.
Chapter 4. Is Realism a Better Belief than Nominalism?: Re-opening the Ancient Debate; Richard S. Prawat.
Chapter 5. At the Heart of Teaching: The Role of Emotion in Changing Teachers' Beliefs; Patricia Ashton and Michele Gregoire-Gill.
Chapter 6. Teacher Education and Teachers' Beliefs; Maria Teresa Tatto and David Bryan Coupland.
Chapter 7. The Impact of Schools on Teacher Beliefs, Influence, and Student Achievement: The Role of Collective Efficacy Beliefs; Roger D. Goddard.
Chapter 1. Preservice Teachers' Beliefs; Virginia Richardson.
Chapter 2. Prompting the Development of Pre-service Teachers' Beliefs through Cases, Action Research, Problem-Based Learning and Technology; Mary Anna Lundeberg and Barbara B. Levin.
Chapter 3. Teacher Beliefs, Performance, and Proficiency in Diversity-Oriented Teacher Preparation; Peter C. Murrell, Jr. and Michele Foster.
Chapter 4. Is Realism a Better Belief than Nominalism?: Re-opening the Ancient Debate; Richard S. Prawat.
Chapter 5. At the Heart of Teaching: The Role of Emotion in Changing Teachers' Beliefs; Patricia Ashton and Michele Gregoire-Gill.
Chapter 6. Teacher Education and Teachers' Beliefs; Maria Teresa Tatto and David Bryan Coupland.
Chapter 7. The Impact of Schools on Teacher Beliefs, Influence, and Student Achievement: The Role of Collective Efficacy Beliefs; Roger D. Goddard.