ERIC Number: EJ822152
Record Type: Journal
Publication Date: 2009-Jan
Abstractor: As Provided
Reference Count: 20
Teachers' Knowledge Development and Change: Untangling Beliefs and Practices
Theriot, Shirley; Tice, Kathleen C.
Literacy Research and Instruction, v48 n1 p65-75 Jan 2009
Through a case-study approach, the authors focus on understanding the complexity of teachers' knowledge development, particularly as it pertains to teachers' beliefs about literacy development and their teaching practices in literacy. Participants of the study are middle-school teachers who shared their beliefs and practices through (1) a semi-structured interview, (2) responses to an instrument designed to reveal teachers' beliefs about literacy, and (3) classroom observations. The case study of a teacher is presented to illustrate factors that can play a role as teachers strive to incorporate instruction compatible with their beliefs, thereby having implications for the professional development of teachers.
Descriptors: Literacy, Teacher Attitudes, Teaching Methods, Middle School Teachers, Interviews, Observation, Case Studies, Teacher Education, Professional Development, Reading Instruction, Grade 6
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Middle Schools
Authoring Institution: N/A