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Teacher beliefs have become important constructs in educational research with the recognition that beliefs are the best indicators of teachers' planning, decision-making and subsequent classroom behaviour. In this movement many probes and strategies have been employed by researchers for effective data collection and analysis. This paper discusses the need for more reflection-oriented approaches in data collection and analysis in beliefs research. A research project assessing and analyzingdoi:10.12973/ejmste/75370 fatcat:oew53stw3jdvzmmalhipxn3xyy