Framework for Dialogue About Teaching

Values and Beliefs

This addresses the complex ways in which underlying values and beliefs influence approaches to teaching and learning with respect to:

  • Trainees - for example, assumptions about expectations according to class or gender.
  • Teachers - for example, views about pupil learning or behaviour.
  • Pupils - for example, assumptions about particular subjects.

Generic questions you can ask about this include:

  • Did any of your own beliefs about xxx influence the teaching decisions you made in this lesson?
  • What do you believe about noise levels in the classroom? Do the pupils agree?
  • What do you think the pupils value about what you taught?
  • What values and beliefs are conveyed through your behaviour management strategies?
  • What assumptions do you think I have made about this class from the way I teach them?
  • What do you believe the pupils think your values are?
  • Do you share your values about this topic with the pupils? Should you?
  • Did you have any preconceptions about anybody in this group? Did this influence how you taught them?
  • What values and beliefs relating to how children learn and develop, written or unwritten, do you share with those you work with?
  • Were there any gaps between what you believe about how you should teach this topic and how you actually taught it in the lesson? If so, can you account for the gap?