Beginning teachers who stay: Beliefs about student learning
Document Type
Article
Journal/Book Title/Conference
Teaching and Teacher Education
Volume
39
Publisher
Elsevier
Publication Date
4-1-2014
First Page
31
Last Page
43
Abstract
Beliefs serve as an adaptation that helps teachers organize their teaching world. Little is known, however, about how beliefs change and serve to help retain and sustain teachers, particularly for beginning teachers who are most likely to leave teaching. This study explores teachers' beliefs about students in the US (N = 67) and if these beliefs change during the first five years of teaching. Results indicate that teachers hold beliefs about students that capture pride and participation. Over time, these beliefs become more positive. Implications for teacher education and policy are discussed.
Recommended Citation
Lavigne, A. L. (2014). Beginning teachers who stay: Beliefs about student learning. Teaching and Teacher Education, 39, 31–43.
