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Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs
ARTICLE

, Humboldt University of Berlin, Germany ; , University of Hamburg, Germany ; , Humboldt University of Berlin, Germany ; , University of Hamburg, Germany

TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

To examine the longitudinal relation between knowledge and beliefs and to determine cause and effect, 183 mathematics teachers were assessed three times during their first years of teacher education on their mathematics pedagogical content knowledge (MPCK) and their beliefs about teaching and learning. The data revealed that prior MPCK predicted later achievement. Prior beliefs also determined later ones. In addition, MPCK affected later beliefs: Higher MPCK at the first measurement resulted in more constructivist beliefs at later time points. By contrast, beliefs did not predict later MPCK. If constructivist teacher beliefs are to be fostered, teacher education should strengthen MPCK.

Citation

Blömeke, S., Buchholtz, N., Suhl, U. & Kaiser, G. (2014). Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 130-139. Elsevier Ltd. Retrieved July 4, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.10.007

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