Implicit Theories of Adult Basic Education Teachers: How Their Beliefs about Students Shape Classroom Practice.

Dirkx, John M.; Spurgin, Michael E.

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Peer reviewed

ERIC Number: EJ460774

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1052-231X

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Implicit Theories of Adult Basic Education Teachers: How Their Beliefs about Students Shape Classroom Practice.

Dirkx, John M.; Spurgin, Michael E.

Adult Basic Education, v2 n1 p20-41 Fall 1992

Ethnographic interviews with six adult basic education teachers showed that they (1) characterize students primarily in terms of psychosocial needs and (2) use implicit theories reflecting interpretation of those needs. Results demonstrate the complexity of the relationship between teacher beliefs and classroom practices. (SK)

Descriptors: Academic Ability, Adult Basic Education, Adult Educators, Adult Students, Beliefs, Educational Practices, Ethnography, Psychological Characteristics, Student Characteristics

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A