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Paradigm shifts in preservice teacher education students: A case study of changes in epistemological beliefs for two teacher education students

Brownlee, Joanne M. (2003) Paradigm shifts in preservice teacher education students: A case study of changes in epistemological beliefs for two teacher education students. Australian Journal of Educational and Developmental Psychology, 3, pp. 1-6.

Abstract

In 1997, a teaching program at a large metropolitan university in Australia was implemented to encourage teacher education students to reflect on their epistemological beliefs in the context of an educational psychology unit. This program was designed to help student teachers develop more constructivist beliefs about knowing and teaching over the year-long program. All students were interviewed at the beginning (Time 1) and end (Time 2) of the year-long teaching program and also asked to write journal reflections about their beliefs about knowing and teaching. This paper is an analysis of the changes in epistemological beliefs that occurred for two student teachers who were involved in the teaching program. The analysis of the interviews and journals indicated that both students held a range of epistemological beliefs however one student described an increased focus on constructivist beliefs about knowing and teaching throughout the year.

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ID Code: 1062
Item Type: Journal Article
Additional URLs:
Keywords: HERN
ISSN: 1446-5442
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2003 School of Education, Faculty of Education & Arts, University of Newcastle
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 22 Apr 2005
Last Modified: 20 Mar 2013 11:03

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