Personal Epistemology and Teacher Education

ISBN-13: 9780415849159 / Angielski / Miękka / 2013 / 14 str.

Jo Brownlee; Gregory Schraw; Donna Berthelsen

Opis

Personal Epistemology and Teacher Education, edited by Joanne Brownlee, Gregg Schraw and Donna Berthelsen, provides an international perspective on teachers' personal epistemology, or beliefs about the nature of knowledge and knowing. Research from The Netherlands, Cyprus, Australia, United States, Canada, Norway, and Taiwan is presented to provide diverse viewpoints on personal epistemology for early childhood, primary, secondary and tertiary teaching contexts. The text provides a platform for cutting-edge theory and research about how personal epistemology can be applied to the context of teacher education, thereby making explicit the connection between personal epistemology and teaching and students' learning outcomes. Topics include: Cultural differences in teacher epistemology and the impact on students' learning Teachers' epistemological beliefs and inclusion Teachers' epistemology and reading lessons, citizenship education, and teaching science Epistemology in a social context Teachers' epistemological beliefs and student autonomy Teacher education and analysis of preservice and practicing teachers Implications of teachers' epistemological beliefs Connections to future practice Teacher education and teacher behaviours are fore-grounded across the topics, with an emphasis on the origin and composition of teachers' epistemological beliefs and how universities motivate change through formal teacher education. Teaching behaviours are discussed in relation to how teachers' beliefs are related to the curricular and pedagogical choices that they make in their classrooms, assessment of learning outcomes, and classroom management practices.

Spis treści

Introduction  1.Personal Epistemology and Teacher Education: An Emerging Field of Research  Joanne Brownlee, Gregory Schraw and Donna Berthelsen  Part 1: Preservice Teachers and Teaching  2. Personal Epistemology in Preservice Teacher Education  Aman Yadav, Mauricio Herron, and Ala Samarapungavan  3. Looking Into Mirrors: Teacher Educators’ Dilemmas in Constructing Pedagogical Understanding About Their Teaching  Harm Tillema  4. Personal Epistemology in Higher Education: Teachers’ Beliefs and the Role of Faculty Training Programs  Helge I. Strømsø and Ivar Bråten  5. Self-Authorship in Child Care Student Teachers: Is There a Link Between Beliefs and Practice?  Jo Brownlee, Angela Edwards, Donna Berthelsen and Gillian Boulton-Lewis  6. Personal Epistemology in Preservice Teachers: Belief Changes Throughout a Teacher Education Course  Sue Walker, Jo Brownlee, Beryl Exley, Annette Woods and Chrystal Whiteford  7. The Development of Teachers’ Personal Epistemology: A Cross-Sectional Analysis of Preservice and Practicing Teachers  Lisa D. Bendixen and Alice J. Corkill  8. One Preservice Teacher’s Developing Personal Epistemology about Teaching and the Explicit Connection of Those Beliefs to Future Practice  Helenrose Fives  9. Personal Epistemologies and Pedagogy in Higher Education: Did We Really Mean to Say That to Our Students?  Rose M. Marra and Betsy Palmer  Part 2: Inservice Teachers and Teaching  10. Fostering Critical Awareness of Teachers’ Epistemological and Ontological Beliefs  Gregory Schraw, Lori Olafson and Michelle VanderVeldt  11. Teachers’ Personal Epistemologies as Predictors of Support for Their Students’ Autonomy  Michael Weinstock and Guy Roth  12. If There is No One Right Answer?: The Epistemological Implications of Classroom Interactions  Iris Tabak and Michael Weinstock  13. Personal Epistemology and Ill-Defined Problem-Solving in Solo and Duo Contexts  Nicos Valanides and Charoula Angeli  14. Teachers’ Epistemological Beliefs and Practices with Students with Disabilities and At-Risk in Inclusive Classrooms: Implications for Teacher Development  Eileen Schwartz and Anne Jordan  15. The Epistemic Underpinnings of Mrs. M’s Reading Lesson on Drawing Conclusions: A Classroom-Based Research Study  Florian C. Feucht  16. Teachers’ Scientific Epistemological Views, Conceptions of Teaching Science and Their Approaches to Teaching Science: An Exploratory Study of In-Service Science Teachers in Taiwan  Min-Hsien Lee and Chin-Chung Tsai  Conclusion  17. Teachers’ Personal Epistemologies and Teacher Education: Emergent Themes and Future Research  Gregory Schraw, Joanne Brownlee, and Donna Berthelsen

O autorze

Joanne Brownlee is an Associate Professor in the School of Early Childhood, QUT, Australia.

Gregg Schraw is a Barrick Distinguished Professor of Educational Psychology at the University of Nevada, Las Vegas.

Donna Berthelsen is an Associate Professor in the School of Early Childhood at QUT, Australia.