|Author(s)||Neophytou, L. & Koutselini, M.|
|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
Teachers’ perspectives on teaching and learning, despite being acknowledged as a major determinant of teacher effectiveness, have not been given proper weight by the scientific community. The field has been described as a ‘messy construct’, and has actually been treated as such since research evidence is scarce. This study seeks to illuminate certain aspects of this construct and in particular how teachers’ perspectives are differentiated in relation to gender, experience and age. The sample consisted of experienced elementary teachers as well as potential teachers of both genders in Cyprus. Findings of the study can provide useful information for the development of graduate as well as in service educational programs.