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Are teachers' beliefs incongruent with their observed classroom behavior?

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Abstract

The study forcuses on an on-going question of whether teachers' beliefs are incongruent with their observed classroom behavior. The setting for the study is a Protestant high school in a large southwestern city. In particular, two teachers are studied. Elicitational questioning and classroom observations are used as procedural methods for data collection. Congruency/incongruency is determined qualitatively, i.e., by comparing observed patterns of teacher classroom behavior with their elicited beliefs. Findings indicate that congruent and incongruent beliefs must be understood in terms of a clustering effect of beliefs in belief systems. Moreover, such findings can be used in understanding teacher decision making processes and classroom teaching strategies.

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Authors and Affiliations

  1. Texas Department of Corrections, USA

    James Pearson

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  1. James Pearson
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Pearson, J. Are teachers' beliefs incongruent with their observed classroom behavior?. Urban Rev 17, 128–146 (1985). https://doi.org/10.1007/BF01108253

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