Examining the Relationship Between Beliefs and Goals in Teacher Practice

Abstract This article presents a detailed analysis of how teacher beliefs interact with goals and influence the moment-to-moment actions of teaching. The beliefs, goals and instructional practice of two secondary mathematics teachers were examined as each conducted an algebra lesson. We discuss how specific beliefs organized to influence the selection and prioritization of goals that then influenced the actions of each teacher. Fine-grained analysis of classroom video and teacher interviews revealed that particular collections of beliefs become apparent when there is a shift in the teacher's goals. Exploring the relationship between teacher beliefs and goals at this level of detail allows for the investigation of the mechanisms of the teaching process. Implications of this research for teacher education and professional development are also discussed.

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