Blurb:

This chapter looks at the various ways teachers’ beliefs can be examined, expanding on some of the reflective exercises from the previous chapter. The purpose of this chapter is to look at different ways teachers’ beliefs can be ‘measured’, but not necessarily from a formal academic research perspective. While there will be crossover, this chapter seeks to describe various ways teacher beliefs can be assessed by teachers themselves and/or teacher educators on teacher education programs. Previous publications have outlined various methods (e.g. S. Borg, 2015; Schraw & Olafson, 2015, etc.), but this chapter focusses on practical strategies that can be used to assess teachers’ beliefs with a consideration towards reflective practice.