000			01488nam a22002657a 4500
003			ZW-GwMSU
005			20201218093023.0
008			201218b ||||| |||| 00| 0 eng d
022			_a0224871
040			_aMSU _cMSU _erda
050			_aQ181
100	1		_aFives, Helenrose _eauthor
245	1	0	_aExploring differences in practicing teachers’ valuing of pedagogical knowledge based on teaching ability beliefs _ccreated by Helenrose Fives and Michelle M. Buehl
264			_aWashington _bAACTE _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Teacher Education _vVolume 65, number 5,
520			_aIn this investigation, we assessed 443 teachers’ beliefs with the Teaching Ability Belief Scale (TABS) and the Importance of Teaching Knowledge Scale (ITKS). Using cluster analysis, we identified four groups of teachers based on their responses to the TABS reflecting Innate, Learned, Hybrid, and Requires Polish perspectives on the ability to teach. A comparative analysis, using the identified clusters, indicated differences in teachers’ valuing of teaching knowledge across the clusters. Teachers in the Learned cluster valued knowledge of theory significantly more so than other groups.
650			_aQuantitative research
650			_aTeacher beliefs
700			_aBuehl, Michelle M. _eauthor
856			_uhttps://doi.org/10.1177/0022487114541813
942			_2lcc _cJA
999			_c156073 _d156073