ABSTRACT
Defining teacher cognition, knowledge, and beliefs as essentially interchangeable terms, more than 20 years ago Kagan (1990) identified “five alternative approaches to measuring teachers’ cognitions: (a) direct and noninferential ways of assessing teacher belief, (b) methods that rely on contextual analyses of teachers’ descriptive language, (c) taxonomies used to assess teachers’ self-reflection and awareness of problem-solving strategies, (d) multimethod evaluations of teachers’ pedagogical content knowledge, and (e) concept mapping techniques” (p. 422).
