TY - JOUR
T1 - Initial epistemological beliefs transformation in one teacher education classroom
T2 - Case study of four preservice teachers
AU - Tanase, Madalina
AU - Wang, Jian
PY - 2010/8
Y1 - 2010/8
N2 - Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. These beliefs are found difficult to change in the course environment. Drawing on surveys and teaching observations from four preservice teachers in an introduction methods course, the study showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.
AB - Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. These beliefs are found difficult to change in the course environment. Drawing on surveys and teaching observations from four preservice teachers in an introduction methods course, the study showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.
KW - Conceptual change
KW - Epistemological beliefs
KW - Preservice teachers
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=77953812087&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2010.02.009
DO - 10.1016/j.tate.2010.02.009
M3 - Article
AN - SCOPUS:77953812087
VL - 26
SP - 1238
EP - 1248
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
IS - 6
ER -