Teachers' Beliefs about Student Learning and Motivation

摘要: In this chapter we focus on teachers’ beliefs about student learning and motivation their manifestation in classroom instruction. Teachers’ appear to reflect longstanding attitudes, “common sense,” experiences education rather than research-based knowledge motivation. Because play a significant role shaping instructional behaviors, thus what students learn, it is important examine characteristics, content, expression. Specifically, address three questions motivation: (a) What are how do they develop? (b) teachers hold motivation? (c) How instruction change? We illustrate some of these relationships with examples from our research mathematics classrooms. Therefore, have chosen mostly practicing, as opposed preservice, teachers. conclude the by emphasizing importance investigating contexts teacher beliefs, which essential for understanding develop, congruencies between practice, arduous process belief change.