ABSTRACT

While the number of studies on teachers’ beliefs has grown exponentially in recent years, much of this work has examined individual experience. Group or cultural connections have not often been examined. In a case study of one Midwestern school, this chapter claims that the study of beliefs within the context of culture is essential to understanding teachers’ actions and choices in the classroom. Explorations of cultural factors provides a means of more fully understanding the teacher's decision-making processes and the motives behind certain beliefs and actions. A greater awareness amongst teachers of cultural factors may also facilitate reflection upon practice.