Self-authorship in child care student teachers: Is there a link between beliefs and practice?
Description
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.
Impact and interest:
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ID Code: | 43902 | ||||||
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Item Type: | Chapter in Book, Report or Conference volume (Chapter) | ||||||
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Measurements or Duration: | 16 pages | ||||||
Keywords: | Child care teachers, Epistemology, Self-authorship | ||||||
DOI: | 10.4324/9780203806616 | ||||||
ISBN: | 9780203806616 | ||||||
Pure ID: | 32014603 | ||||||
Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering Current > Schools > School of Design |
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Copyright Owner: | Consult author(s) regarding copyright matters | ||||||
Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
Deposited On: | 11 Aug 2011 01:19 | ||||||
Last Modified: | 01 Mar 2024 23:48 |
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