DEGREE OF ALIGNMENT BETWEEN BEGINNING TEACHERS' PRACTICES AND BELIEFS ABOUT EFFECTIVE CLASSROOM PRACTICES

Alysia D. Roehrig, Jeannine E. Turner, Crissie M. Grove, Naomi Schneider, Zhu Liu
2009 The Teacher Educator  
Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose students were less consistently engaged, demonstrated alignment between undermining practices and beliefs. For beginning teachers, with misaligned
more » ... ith misaligned practices and beliefs, there may be potential for improving practices with experience. A testable model emerged depicting a metacognitive feedback loop for teachers who are aware of their shortcomings and place responsibility for students' behaviors and learning on themselves.
doi:10.1080/08878730902951445 fatcat:ibchjch7bbfefaliuy6urbj5uu