Self-Reported Classroom Impact of Teachers' Theories about Learning and Obstacles to Implementation

Ten elementary teachers from three suburban Philadelphia school districts were interviewed to determine their theoretical beliefs concerning the teaching/learning process. Data collected included teachers' descriptions of theories that describe their views of learning; significant influences on these beliefs: and the extent to which beliefs about learning influence planning, instruction, and evaluation. Findings indicate that teachers' theoretical beliefs about learning reflect an eclectic approach encompassing several well-known theories. Respondents reported that staff development and graduate courses were major influences on their theories about learning. Teachers' beliefs about learning had a strong self-reported impact on planning, instruction, and evaluation. Obstacles to using instructional strategies that coincide with their beliefs about learning included curricular mandates, differing parental and administrative expectations, and limited time to implement instructional and assessment techniques that match student needs.