Teachers’ Belief Systems: Implication of Teacher Professional Development Program and Educational Change

Abstract

This article discusses teachers‟ belief systems, sources of teachers‟ belief systems and the relationship between teachers‟ belief systems and their classroom practices. It also presents ways in which teachers‟ belief systems influence the implementation of curricular innovations. The discussion is based on the findings of studies conducted in different countries by other researchers and in Ethiopia by the writer of this article. It finally underlines the importance of taking into consideration teachers‟ belief systems in professional teacher development programs and in the efforts made to introduce changes in education in the country.