Changes in preservice teachers’ personal epistemologies
Lunn, Joanne, Schraw, Gregory, Walker, Sue, & Ryan, Mary E. (2016) Changes in preservice teachers’ personal epistemologies. In Greene, J.A., Sandoval, W.A., & Bråten, I. (Eds.) Handbook of Epistemic Cognition. Routledge, New York, pp. 300-317.
While much has been written about the relationship between personal epistemologies and learning-teaching approaches, outcomes, and intentions, little has focused specifically on these relationships in the context of teacher education. This chapter addresses changes in preservice teachers’ personal epistemologies by overviewing this emerging body of research and arguing for a new approach to conceptualizing and supporting changes in personal epistemologies based on reflexivity. The overview includes definitions of key concepts and research traditions that have been used since the 1970s and a discussion of the emerging role of epistemic justification as a key mechanism of change in the process of belief development.
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|Item Type:||Book Chapter|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
|Deposited On:||01 Mar 2016 06:13|
|Last Modified:||15 Jun 2016 22:15|
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