NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822152
Record Type: Journal
Publication Date: 2009-Jan
Pages: 11
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1938-8071
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A