1st Edition
Personal Epistemology and Teacher Education
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.
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
Biography
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.
