RR 90-4 Teachers' and teacher candidates' beliefs about subject matter knowledge and about teaching responsibilities.
Abstract
Recent research has suggested that teachers' beliefs about subject matter influence what they choose to teach and how they choose to teach it. The findings suggest that educational reforms need to take teacher beliefs into account. This study examines teacher beliefs about two school subjects, mathematics and writing, and their beliefs about their own responsibilities toward diverse learners. Respondents included intending teachers (usually college juniors), first-year teachers, and experienced teachers. Though there are some differences in patterns of beliefs across these three groups, the most remarkable finding is the diversity of patterns found, the evidence suggests that teachers, as a group, hold no clear view on any of these issues.