The development of an educational belief inventory for university students and teachers: Construing each others' beliefs
Faculty of Community Services, Education and Social Sciences
School of Education
The processes of teaching and learning at university are influenced directly and indirectly by the educational beliefs of teachers and students. The identification of these two groups' beliefs presents a challenge to the researcher. This paper outlines the process undertaken to develop an Educational Belief Inventory (EBI), designed to identify the beliefs of both university students and university teachers. This process began with an extensive review of the literature and an analysis of the instruments that had been previously developed to measure and identify teachers' and students' educational beliefs. This review indicated a need for an instrument which takes into account the beliefs of both groups while also identifying how each group construe the others' beliefs. Furthermore, the review provided the theoretical basis of the current EBI design and identified a group of researchers whose work was incorporated into the instrument described in this paper. Finally, the paper reports on the results of a pilot study in which the instrument was trialled for reliability and validity and, subsequently, modified and improved to reflect the results of this trial.