Exploring Differences in Practicing Teachers’ Valuing of Pedagogical Knowledge Based On Teaching Ability Beliefs
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.
MSU Digital Commons Citation
Fives, Helenrose and Buehl, Michelle M., "Exploring Differences in Practicing Teachers’ Valuing of Pedagogical Knowledge Based On Teaching Ability Beliefs" (2014). Department of Educational Foundations Scholarship and Creative Works. 59.