Document Type

Article

Publication Date

11-13-2014

Journal / Book Title

Journal of Teacher Education

Abstract

In this investigation, we assessed 443 teachers’ beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers’ valuing of teaching knowledge across the clusters. Teachers in the Learned cluster valued knowledge of theory significantly more so than other groups.

DOI

10.1177/0022487114541813

Published Citation

Fives, H., & Buehl, M. M. (2014). Exploring Differences in Practicing Teachers’ Valuing of Pedagogical Knowledge Based on Teaching Ability Beliefs. Journal of Teacher Education, 65(5), 435-448. https://doi.org/10.1177/0022487114541813

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