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IAP BOOK SERIES: Advances in Teacher Education This series addresses a variety of issues related to the topic of teacher beliefs. The study, measurement, and curricular intervention for changing pre-service and in-service teacher beliefs are discussed by leading researchers in this field. This volume is timely and important because the beliefs those teacher candidates bring with them into teacher education, some research suggests, acts as a filter or lens for the acquisition of new knowledge in teacher education programs. One key to making programs more effective is to understand the role that prior understandings play in the acquisition of new knowledge about teaching. Related sets of questions involve the measurement of beliefs and finding teaching methods that are effective in changing beliefs. Titles in this series: Dispositions in Teacher Education Edited by Mary Diez, Alverno College and James Raths, University of Delaware Teacher Beliefs and Classroom Performance: The Impact of Teacher Education By James Raths, University of Delaware and Amy C. McAninch, Rockhurst University What Counts as Knowledge in Teacher Education (Volume 5) Edited by James Raths, University of Delaware |
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