Teachers: Beliefs and knowledge

Abstract

Research on teachers' knowledge and beliefs has grown rapidly over the past two decades and now constitutes a substantial area of inquiry in explorations of the nature of teaching. How teachers make sense of their professional world, the knowledge and beliefs they bring with them to the task, and how teachers' understanding of teaching, learning, children, and the subject matter informs their everyday practice are important questions that necessitate an investigation of the cognitive and affective aspects of teachers' professional lives.