TRAINING AND PROFESSIONAL EXPERTISE - BRIDGING THE GAP BETWEEN NEW INFORMATION AND PREEXISTING BELIEFS OF TEACHERS

This article puts forward the ''congruence'' hypothesis which states that the effectiveness of training is dependent upon the correspondence between trainee's pre-existing cognitions (especially beliefs) and the knowledge that training is intended to convey. The hypothesis implies that a diagnosis of teacher knowledge should be a component of training programs. Two cognitive-oriented models of training (a concept-based model and an experience-based model) that differ in the degree to which they diagnose teachers' pre-existing cognitions are tested with respect to their impact on knowledge acquisition. The results supported the congruence hypothesis. Teachers' beliefs were found to filter the knowledge acquisition process: The greater the correspondence between teachers' beliefs and what was presented in training, the more likely learning was to take place. On the other hand, taking beliefs into account by diagnosing beliefs to facilitate greater congruence was not found to be an effective strategy. Apparently, other interventional techniques will have to be considered if teachers' beliefs are to be integrated with professional knowledge.