The Influence of Teacher Education on Teacher Beliefs


Beliefs defined as the cognitive basis for the articulation of values and behaviors that mediate teaching practice can serve as powerful indicators of teacher education influence on current and prospective teachers’ thinking. Notwithstanding the importance of this construct, the field seems to lack across the board agreement concerning the kinds of beliefs essential to effective teaching and whether and how opportunities to learn, and other experiences have the potential to influence beliefs and knowledge in ways that may equip teachers to interpret, frame and guide action and to fruitfully engage all pupils with powerful learning experiences. Large-scale international comparative studies provide the opportunity to develop shared definitions that facilitate the exploration of these questions within and across nations. 
Keywords: Initial teacher education, beliefs, mathematics knowledge, mathematics pedagogy knowledge, evidence of impact, primary teachers, secondary teachers, TEDS-M

Maria Teresa Tatto


Maria Teresa Tatto
Professor, Southwest Borderlands Professor of Comparative Education; Mary Lou Fulton Teachers College, Arizona State University, USA