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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
