Teachers' personal epistemologies : evolving models for informing practice / edited by Gregory Schraw, Jo Lunn Brownlee, Lori Olafson, Michelle Vander Veldt Brye.

Format:

Book

Contributor:

Brye, Michelle Vander Veldt, editor.

Schraw, Gregory J., editor.

Brownlee, Jo, editor.

Olafson, Lori, 1961- editor.

Series:

Current perspectives on cognition, learning, and instruction.

Current perspectives on cognition, learning, and instruction

Language:

English

Subjects (All):

College teachers--Training of.

College teachers.

Knowledge, Theory of.

Physical Description:

1 online resource (447 pages).

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., 2017.

Summary:

"The focus of this book is to explore teachers' evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field-based experiences influence the connections between teachers' personal epistemologies and teaching practice. In an earlier volume we investigated ways in which we might change preservice teachers' beliefs and teaching practice (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers' personal epistemology, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teacher's personal epistemologies. The book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support students to engage in learning that is challenging and to engage in professional experiences that promote changes in teaching practice. We argue that students need to be encouraged to question their beliefs and develop increasingly sophisticated beliefs about their knowledge and their students' knowledge that facilitate learning and intellectual growth"-- Provided by publisher.

Contents:

Teachers' personal epistemologies: Theoretical and practical considerations / Gregory Schraw, Lori Olafson, and Joanne Lunn

The functions of beliefs: Teachers' personal epistemology on the pinning block / Helenrose Fives and Michelle M. Buehl

The epistemic climate of mrs. M's science lesson about the woodlands as an ecosystem: A classroom-based research study / Florian C. Feucht

An account of teachers' epistemological progress in science / Jessica Watkins, Janet E. Coffey, April Maskiewicz, and David Hammer

Self-authorship as a framework for understanding the professional identities of early childhood practitioners / Angela Edwards, Jo Lunn Brownlee, and Donna Berthelsen

Understanding the epistemic nature of teachers' reasoning behind their practices from an aristotelian perspective / Khalil Gholami

Personal epistemology, nature of science and instructional practice: Towards defining a meaningful relationship / Hasan Deniz

Exploring bloom's taxonomy as a bridge to evaluativism: Conceptual clarity and implications for learning, teaching, and assessing / Lisa Bendixen, Denise Winsor, and Raelynn Frazier

The potential of course interventions to change preservice teachers' epistemological beliefs / Meghan Parkinson and Liliana Maggioni

Addressing teacher epistemology and ideology in history pedagogy: Teaching historical thinking and media / Jeremy Stoddard

Clearing a path for constructivist beliefs: Examining constructivist pedagogy and pre-service teachers' epistemic and learning beliefs / Melissa Duffy, Krista Muis, and Mike Foy

Exploring the factors contributing to preservice elementary teachers' epistemological worldviews about teaching science / Elif Adibelli-Sahin and Janelle M. Bailey

Teaching knowledge and beliefs in preservice teachers / Gregory Schraw, Lori Olafson, and Michelle Vanderveldt

The place of epistemological beliefs within teachers' social representation systems: A model to explain geography teachers' practices / Fernando Alexandre

The personal epistemologies of tutors in higher education / Fiona Hallett and Arthur Chapman

Reflection and reflexivity: A focus on higher order thinking in teachers' personal epistemologies / Jo Lunn Brownlee and Gregory Schraw.

Notes:

Includes bibliographical references and index.

Print version record.

ISBN:

1-68123-950-7