Abstract This paper reviews oversea theoretical and empirical studies on science teachers' beliefs, with the former focusing on the definitions and frameworks on beliefs, and the latter on the assessment of beliefs and the relationship between beliefs and practice. Accordingly, it also provides relevant implications for chemistry teacher education, including research on chemistry teachers' beliefs and their professional development.
LI Pei-Tong, DENG Feng. Teacher Beliefs: New Agenda for Research on Chemistry Teacher Education[J]. Chinese Journal of Chemical Education, 2019, 40(9): 64-69.
