What is the Link Between Beliefs and Actions for Novice and Expert Teachers?
Abstract
This study examined the link between beliefs, intentions, and actions for early childhood teachers with varying levels of expertise. Currently, little is known about the belief-practice relationship for early childhood educators or how this relationship is related to teacher training and/or experience. It was hypothesized that: (1) as teachers gain expertise they will be more likely to say that they believe it is important to interact with children at high levels, (2) as teachers gain expertise they will be more likely to say that they intend to interact with children at high levels, (3) as teachers gain expertise they will be more likely to interact with children at high levels, and (4) that teaching expertise moderates the relationship between beliefs, intentions, and actions. The participants in this study were 50 early childhood educators. Teachers were primarily female and all worked with children aged 3 to 5. Teachers had worked with children aged 3 to 5 an average of 7.4 years (range 0–30). Many teachers had training in early childhood. Twenty-eight had majored in early childhood and 34 held teaching certificates. Teaching beliefs and intentions were measured with a self-report questionnaire. Teaching actions were assessed with four observational measures via videotape. The results showed that expertise did not significantly predict teaching beliefs or intentions. Percent high level verbalizations were significantly predicted by early childhood certification held. When teachers were certified, they were more likely to use high level verbalizations with children. Finally, expertise did not moderate the belief-intention-action relationship.
Degree
Ph.D.
Advisors
Elicker, Purdue University.
Subject Area
Early childhood education
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