ABSTRACT
Teachers’ beliefs have been described as a “particularly provocative form of personal knowledge” (Kagan, 1992, p. 65). For teachers, beliefs serve as an epistemological base, or a theoretical underpinning, orchestrating cognitive, affective, and behavioral decisions that manifest in the classroom. Teachers’ beliefs are widely acknowledged to influence instructional choices and teaching practices, and potentially determine when, why, and how teachers interact with students. From a situated perspective, certain beliefs are related to teaching dispositions that promote superior motivation and learning outcomes for students (Collie, Shapka, & Perry, 2012; De Corte, Vershaffel, & Depaepe, 2008; Muis & Foy, 2010; Pečjak, & Košir, 2004, 2008). The precise measurement of beliefs is a prerequisite to help teachers understand how beliefs can influence superior learning outcomes via adaptive and constructive pedagogy.
