Psicologia Escolar e Educacional
versión impresa ISSN 1413-8557
PAIVA, Mirella Lopez Martini Fernandes y DEL PRETTE, Zilda Aparecida Pereira. Teacher’s beliefs and implications to the teaching-learning process. Psicol. esc. educ. [online]. 2009, vol.13, n.1, pp. 75-85. ISSN 1413-8557.
This study aimed to identify elementary school teacher’s educational beliefs and to classify teachers according to patterns which facilitate or hinder their students’ academic achievement. Data were collected by applying a questionnaire. This was analyzed within their qualitative and quantitative dimensions. Teachers whose beliefs potentially facilitate students’ learning differed from the other group basically because they: agreed or strongly agreed with the idea of the relations among the students’ interpersonal achievement, socio-emotional development and intellectual improvement; valued social skills as an important component of the students’ socio-emotional development and academic achievement and pointed to a larger number of causal attributions to explain students’ academic achievement. Implications of teacher’s beliefs in their actions and relationships with student’s development and learning were discussed.
Palabras llave : Academic achievement; Teacher-stundent interaction; Teacher expectations.