DO TEACHERS REALLY WANT TO CHANGE THEIR BELIEFS RELATED TO EDUCATION?

Teachers' beliefs represented a special interest, for both educational and psychological researches. The aim of educational domain were aspects related to methods, evaluation, urban-rural schools, experience, the level of teaching (primary, secondary and high school), gender, the type of institution who offered program in teacher training, on the other hand psychological domain paid attention on personality traits, Locus of control, stress, burnout and maybe the most complex aspect, of belief change. The present article is a review of the ninth main models on belief change, proposed by researchers who have studied this domain. Teachers beliefs' change represented a real interest concurrently with implementation students centred learning strategies and constructivist-oriented reforms. The main aspects that concern all factors involved in educational settings (teacher, administrators, and pupils) are teachers' resistance to reforms, which hold them in a traditionalist position, and superficial belief change (assimilation), who does not affect the core beliefs of teaching only superficial beliefs. (C) 2017 Published by Future Academy www.FutureAcademy.org.UK