Improving learning and teaching in early childhood teacher education: A focus on personal epistemology
Brownlee, Joanne M., Thorpe, Karen J., & Stacey, Phillip S. (2005) Improving learning and teaching in early childhood teacher education: A focus on personal epistemology. In Higher Education Research and Development Society of Australasia, 3-6 July, Sydney, NSW.
A growing body of research about personal epistemological beliefs has provided tertiary educators with evidence to inform strategies in promoting effective teaching and learning. Personal epistemological beliefs refer to an individual’s beliefs about the nature of knowing and knowledge and are considered to influence how one engages in teaching and learning experiences. There has been very little research, to date, that has explored how pre-service teacher education students’ beliefs change over time and identified factors associated with such changes. No research exists in the area of early childhood teacher education. This paper uses current literature on the development of epistemological beliefs to provide a conceptual framework on which to base intervention for early childhood pre-service teacher education students. It is focused on providing a constructivist approach to knowledge through personal engagement and authentic experiences.
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||28 Sep 2005 00:00|
|Last Modified:||27 Oct 2014 04:55|
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