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The integration of pre-service teachers' naive and informed beliefs about learning and teaching

Brownlee, Joanne M., Dart, Barry C., Boulton-Lewis, Gillian M., & McCrindle, Andrea R. (1998) The integration of pre-service teachers' naive and informed beliefs about learning and teaching. Asia-Pacific Journal of Teacher Education, 26(2), pp. 107-120.

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Abstract

Preservice teacher education students are likely to have acquired naive beliefs about learning and teaching, that need to be integrated with theoretically informed beliefs, if they are to function effectively in classrooms. This study explored the nature of such integration using a sample of Graduate Diploma in Education students engaged in an educational psychology subject which was designed to help students develop constructivist beliefs and approaches to learning. Investigation of students' journal entries, written statements, and stimulated recall interviews related to videotaped practice teaching sessions, revealed that students were able to integrate prior beliefs with the theoretical content of the course, enabling them to describe, and in some cases, evidence informed conditional knowledge.

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ID Code: 12297
Item Type: Journal Article
Additional Information: For more information, please refer to the journal’s website (see hypertext link) or contact the author.
DOI: 10.1080/1359866980260203
ISSN: 1469-2945
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1998 Taylor & Francis
Copyright Statement: First published in Asia-Pacific Journal of Teacher Education 26(2):pp. 107-120.
Deposited On: 05 Feb 2008
Last Modified: 20 Mar 2013 11:04

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