Are Teachers Boundedly Rational? How Beliefs and Context Affect Decision-Making

Autor/in	Bakshi, Prerna
Titel	Are Teachers Boundedly Rational? How Beliefs and Context Affect Decision-Making
Quelle	In: Leadership and Policy in Schools, 22 (2023) 1, S.261-282 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bakshi, Prerna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.1950773
Schlagwörter	Decision Making; Schemata (Cognition); Beliefs; Cognitive Processes; Foreign Countries; Rural Schools; Elementary Schools; Public Schools; Urban Schools; Secondary Schools; Private Schools; Indo European Languages; English; Language of Instruction; Teacher Attitudes; Teacher Background; Context Effect; India + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Cognition; Schema; Kognition; Belief; Glaube; Cognitive process; Kognitiver Prozess; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Urban area; Urban areas; Stadtregion; Stadt; Sekundarschule; Private school; Privatschule; Indoeuropäisch; English language; Englisch; Teaching language; Unterrichtssprache; Lehrerverhalten; Indien
Abstract	There has been a dramatic shift in how teachers are understood in teacher cognition and educational research (from trained technicians to rational decision-makers). Likewise, there has been a change in how the teaching paradigm is understood (from the banking model to the constructivist model). This article uses the bounded rationality concept and draws on teachers' beliefs and contextual factors to explore minority language education policy in a Global South setting. It shows that preexisting biases and institutional constraints limit teachers' capacity to self-reflect and make optimal rational decisions that may be in students' best interests and responsive to their needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01