The structure of teachers’ beliefs when they plan to visit a museum with their class

Abstract

This study explores the structure of teachers’ beliefs regarding the planning of a museum visit with their class. We developed and administered the “Visit a Museum” (ViMu) questionnaire to 754 pre- and in-service Greek school teachers to examine teachers’ beliefs based on three dimensions: the cognitive, the affective, and the cultivation of positive attitudes towards museums. Confirmatory factor analysis showed that teachers’ beliefs are structured across the three uncorrelated dimensions tapping into the same factor that expresses their unity. This structure underlies teachers’ beliefs regardless of whether they are pre- or in-service. Implications for teachers’ education and professional learning are discussed.