The integration of pre-service teachers' naive and informed beliefs about learning and teaching
(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.
| Item Type: | Journal Article |
|---|---|
| Status: | Published |
| Subjects: | 330000 Education > 330300 Professional Development of Teachers > 330303 Teacher Education - Secondary 330000 Education > 330100 Education Studies > 330101 Educational Psychology |
| ID Code: | 12297 |
| Deposited By: | Schnyder, Anthony J. |
| Deposited On: | 05 February 2008 |
| Alternative Locations: | http://dx.doi.org/10.1080/1359866980260203 |
| Copyright Owner: | Copyright 1998 Taylor & Francis |
| Copyright Statement: | First published in Asia-Pacific Journal of Teacher Education 26(2):pp. 107-120. |
| Additional Information: | For more information, please refer to the journal’s website (see hypertext link) or contact the author. |