Abstract
The monumental shift in cognitive science from a behaviorist theory of learning to a constructivist theory of learning, taking place from the late 1960s through the late 1980s, had a profound impact on scholars’ understanding of teaching and teacher thinking. The literature on teaching throughout the 1980s increasingly referred to teachers as creative and intelligent professionals who make decisions based on their own knowledge, beliefs and experiences (Richardson, 1996). Scholarly literature from the 1980s onward established the construct of teacher beliefs as a form of cognition that greatly influences what happens in classrooms.
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Wallace, C.S. (2014). Overview of the Role of teacher Beliefs in Science Education. In: Evans, R., Luft, J., Czerniak, C., Pea, C. (eds) The Role of Science Teachers’ Beliefs in International Classrooms. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-557-1_2
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DOI: https://doi.org/10.1007/978-94-6209-557-1_2
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