Personal Epistemology and Teacher Education

Author: Jo Brownlee
Publisher: Routledge
ISBN: 1136656596
Format: PDF, ePub
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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.

Personal Epistemology and Teacher Education

Author: Jo Brownlee
Publisher: Routledge
ISBN: 0415883563
Format: PDF, Docs
Download Now
Personal Epistemology and Teacher Education, edited by Joanne Brownlee, Gregg Schraw and Donna Berthelsen, provides an international perspective on teachersâe(tm) 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 studentsâe(tm) learning outcomes. Topics include: Cultural differences in teacher epistemology and the impact on studentsâe(tm) learning Teachersâe(tm) epistemological beliefs and inclusion Teachersâe(tm) epistemology and reading lessons, citizenship education, and teaching science Epistemology in a social context Teachersâe(tm) epistemological beliefs and student autonomy Teacher education and analysis of preservice and practicing teachers Implications of teachersâe(tm) 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 teachersâe(tm) epistemological beliefs and how universities motivate change through formal teacher education. Teaching behaviours are discussed in relation to how teachersâe(tm) beliefs are related to the curricular and pedagogical choices that they make in their classrooms, assessment of learning outcomes, and classroom management practices.

Teachers Personal Epistemologies

Author: Gregory Schraw
Publisher: IAP
ISBN: 1681239507
Format: PDF, ePub, Docs
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The focus of this book is to explore teachers’ evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field?based experiences influence the connections between teachers’ personal epistemologies and teaching practice. In an earlier volume we investigated preservice and inservice teachers’ beliefs and teaching practices (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers’ personal epistemologies, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teacher’s personal epistemologies. To address this gap, the book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support preservice teachers’ involvement in learning that is challenging and inservice teachers’ engagement in professional experiences that promote changes in teaching practice. We argue that teachers need to be encouraged to question their beliefs and develop increasingly sophisticated beliefs about their knowledge and their students’ knowledge that facilitate learning and intellectual growth.

Personal Epistemology in the Classroom

Author: Lisa D. Bendixen
Publisher: Cambridge University Press
ISBN: 0521883555
Format: PDF, Kindle
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This book presents theoretical and empirical work pertaining to personal epistemology in the classroom and consider its broader educational implications.

Personal Epistemology

Author: Barbara K. Hofer
Publisher: Psychology Press
ISBN: 0805852352
Format: PDF, Kindle
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This book provides an overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. It addresses a real need for graduate students, researchers and educational practitioners.

Teaching for Active Citizenship

Author: Joanne Lunn Brownlee
Publisher: Routledge
ISBN: 1317632206
Format: PDF, Kindle
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There is strong social and political interest in active citizenship and values in education internationally. Active citizenship requires children to experience and internalize moral values for human rights, developing their own opinions and moral responsibility. While investment in young children is recognised as an important factor in the development of citizenship for a cohesive society, less is known about how early years teachers can encourage this in the classroom. This book will present new directions on how teachers can promote children's learning of moral values for citizenship in classrooms. The research provided offers important insights into teaching for active citizenship by: • providing an analysis of educational contexts for moral values for active citizenship • highlighting teachers’ beliefs about knowing and knowledge (personal epistemologies) and how these relate to children’s learning and understanding about social and moral values • discussing the impact of teachers’ beliefs on teaching practices. Evidence suggests that investment in the early years is vital for all learning, and specifically for developing an understanding of active citizenship for tolerant and cohesive societies. This book will be essential reading for the professional education of early years teachers interested in teaching for active citizenship.

Knowing Knowledge and Beliefs

Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 9781402065965
Format: PDF, Docs
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Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.

Beliefs A Hidden Variable in Mathematics Education

Author: G.C. Leder
Publisher: Springer Science & Business Media
ISBN: 0306479583
Format: PDF, ePub, Mobi
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This book focuses on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The volume is intended for researchers in the field, as well as for mathematics educators teaching the next generation of students.

Knowing Knowledge and Beliefs

Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 9781402065965
Format: PDF
Download Now
Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.

Play A Theory of Learning and Change

Author: Tara Brabazon
Publisher: Springer
ISBN: 3319255495
Format: PDF, ePub
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This book examines the question of why ‘play’ is a happy and benevolent verb in childhood, yet a subjective label of behaviour in adulthood. It studies the transformation of the positively labelled term ‘child’s play’, used to refer to our early years, into an aberrance or deviation from normal social relationships in later life, when we speak of playing up or playing around. It answers the question by proposing play as a theory of learning, an ideology that circumscribes behaviour, and a way of thinking. Written by scholars of early childhood through to further and higher education, the book presents research on play enacted in a way that arches beyond the specificity of age groups or predictive, normative patterns. It is international in its focus, moving beyond insular, inward and parochial educational standards and limitations in one city, province, state or nation. Finally, it demonstrates the value of play to educational policy and theories of learning.