Issues of Methods and Theory in the Study of Mathematics Teachers’ Professed and Attributed Beliefs
Issues of Methods and Theory in the Study of Mathematics Teachers’ Professed and Attributed Beliefs
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数学教师宣称和归因信念研究的方法和理论问题
DOI：
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发表时间：
2005
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通讯作者：
Natasha M. Speer
中科院分区：
文献类型：
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作者：
Natasha M. Speer
在对教师信念的研究中，往往区分教师所陈述的（“公开的信念”）和教师实践中所反映的（“归因的信念”）。研究人员声称，他们发现了公开宣称的信仰和归因于信仰之间的矛盾和不一致。本文对教师信念研究中常用的方法和研究设计进行了考察。有人断言，在某些情况下，认为之间的差异自称和归因的信念实际上可能是一个人工制品的方法来收集和分析相关的数据和特定的概念化的信念隐含在研究设计。特别是，这种明显的二分法可能是教师和研究人员对用于描述信仰和实践的术语的含义缺乏共同理解的结果。此外，它是断言，这是不恰当的，因为研究人员作出各种归因于教师通过选择有关数据收集，理论，数据分析，并介绍了调查结果的任何信仰完全公开。此外，强调以这种方式对信念进行分类可能会阻碍研究人员对教师信念进行更全面的理解。传统的和替代的方法进行了描述，一个数据的例子来说明索赔，并为未来的研究进行了讨论。
In research on teachers’ beliefs, a distinction is often made between what teachers state (“professed beliefs”) and what is reflected in teachers’ practices (“attributed beliefs”). Researchers claim to have found both consistencies and inconsistencies between professed and attributed beliefs. In this paper, methods and research designs typically used in studies of teachers’ beliefs are examined. It is asserted that, in some cases, the perceived discrepancy between professed and attributed beliefs may actually be an artifact of the methods used to collect and analyze relevant data and the particular conceptualizations of beliefs implicit in the research designs. In particular, the apparent dichotomy can be the result of a lack of shared understanding between teachers and researchers of the meaning of terms used to describe beliefs and practices. In addition, it is asserted that it is inappropriate to classify any belief as entirely professed since researchers make various attributions to teachers through choices about data collection, theory, analysis of data, and presentation of findings. Moreover, the emphasis on classifying beliefs in this manner may be inhibiting researchers from developing a more comprehensive understanding of teachers’ beliefs. Traditional and alternative methods are described, a data example is provided to illustrate the claims, and implications for future research are discussed.