Changes in primary school teachers’ beliefs about knowing : a longitudinal study
Brownlee, Joanne M. (2003) Changes in primary school teachers’ beliefs about knowing : a longitudinal study. Asia-Pacific Journal of Teacher Education, 31(1), pp. 87-98.
A teaching program designed to facilitate the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at a large metropolitan university in Australia in 1997. As part of the year-long teaching program, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching program were interviewed in relation to their beliefs about knowing at the beginning (Interview 1) and conclusion (Interview 2) of the teaching program. Eleven participants were then interviewed again (Interview 3) in their third year of teaching. The results of the qualitative data analysis of all three interviews indicated that, over time, seven participants became more constructivist in their beliefs about knowing, two maintained the same beliefs, while two described less constructivist beliefs. Implications for teaching are discussed.
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|Item Type:||Journal Article|
|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|
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2003 Taylor & Francis|
|Copyright Statement:||First published in Asia-Pacific Journal of Teacher Education 31(1):pp. 87-98.|
|Deposited On:||17 May 2005|
|Last Modified:||20 Mar 2013 11:03|
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