Self-authorship in child care student teachers
Brownlee, Joanne M., Edwards, Angela, Berthelsen, Donna C., & Boulton-Lewis, Gillian M. (2011) Self-authorship in child care student teachers. In Brownlee, Joanne M., Schraw, Gregory, & Berthelsen, Donna C. (Eds.) Personal Epistemology and Teacher Education. Routledge (Taylor & Francis), New York and London.
Research related to personal epistemology in teacher education indicates that teachers’ beliefs about knowing and learning influence their pedagogical practices. In the current study, we interviewed 31 child care students to investigate the relationship between personal epistemology and beliefs about children’s learning as they engaged in teaching practices with young children. We drew on self authorship theory to analyze this data, which considers the evolving capacity of learners to analyze and make informed judgments about knowledge (personal epistemology)in the light of their professional identity (intrapersonal beliefs) and interdependent social relationships (interpersonal beliefs). The majority of students described practical personal epistemologies which involved either modeling, reflection on, or evaluation of practical strategies. These epistemologies have implications for child care teachers’ professional identities and their relationships with families, children, and staff in child care contexts.
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|Item Type:||Book Chapter|
|Keywords:||Self-authorship, Child care teachers, Epistemology|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Deposited On:||11 Aug 2011 11:19|
|Last Modified:||20 Mar 2013 11:04|
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