Mahdi Abounoori, Mohammad Moein Maddah, Hamid Sharif Nia, Pardis Rahmatpour, Shaghayegh Khosravifar, Mohammad SamadiKouchaksaraei, Shahrzad Khosravifar
Development and Validation of the Knowledge and Attitude Scale Toward COVID-19 Pandemic Breaking Transmission Chain (KA-C) Among Iranian Population
Frontiers in public health
abstract implications research teacher belief nature teaching teacher education discussed addition ignored minimally addressed issues could provide avenues future research raised teacher belief defined broadly tacit often unconsciously held assumptions students classrooms academic material taught summarizing heterogeneous research teacher belief point lack direct evidence concerning processes effect change teacher belief however assume similar needed effect conceptual change kinds personal belief leads discussion research conceptual change relevance teacher education next suggest need elaborate personal belief system among teachers arises many uncertainties endemic classroom teaching landscape without bearings teachers create internalize maps need personal belief system also suggests teachers engage problem finding activity characteristic forms creativity teaching like form creative invention situated person professional growth intensely private affair finally raise several relatively ignored issues including transfer mechanisms may explain teachers beliefs become less contextualized possibility key instructional activities vehicles translate teacher belief classroom instruction value curriculum script rosetta stonea concrete historical record one teachers belief evolved