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.

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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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ID Code: 93306
Item Type: Book Chapter
Keywords: epistemic cognition
ISBN: 9781138013407
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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