Are teachers boundedly rational? How beliefs and context affect decision-making

Prerna BAKSHI

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

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. Copyright © 2021 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)261-282
JournalLeadership and Policy in Schools
Volume22
Issue number1
Early online dateJul 2021
DOIs
Publication statusPublished - 2023

Citation

Bakshi, P. (2023). Are teachers boundedly rational? How beliefs and context affect decision-making. Leadership and Policy in Schools, 22(1), 261-282. doi: 10.1080/15700763.2021.1950773

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