Abstract:
Current research has noted that teacher beliefs, knowledge, and cognition are closely interrelated
constructs that collectively influence teaching practices. Moreover, research on teacher beliefs,
knowledge, and cognition should be situated and studied in terms of development processes, that is,
processes of dynamic systems and change. This is because these processes are experiential and involve
maturation through reflection on practice and an awareness of the ever-changing needs of the students
in the teacher's care. As with any developmental process, teacher development occurs over time in a
nonlinear manner, with as many steps back as forward. Dynamic systems theory (DST) offers a
framework for understanding how teachers' knowledge, beliefs, and practices interact with one another
and the environment in which they work, producing change over time. This paper will explore
methodological considerations for applying dynamic systems theory within a complex systems
approach to studying teacher beliefs, knowledge, and cognition, and provide relevant examples from
the research.
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