Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and Teaching Approaches

AbstractTeachers’ beliefs, attitudes and educational philosophies influence their teaching approaches. This research was conducted to compare the beliefs of professionally qualified and professionally unqualified middle and secondary school teachers of Pakistan about classroom teaching. Using a cross-sectional survey, data was collected from 123 teachers in 15 schools selected from various cities of Pakistan. Except a few differences, the study revealed that there is no significant difference in the beliefs of professionally qualified and professionally unqualified teachers regarding the teacher pedagogical content knowledge and teaching approaches