Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers

Madalina Tanase, Jian Wang

Research output: Contribution to journalArticlepeer-review

30 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)1238-1248
Number of pages11
JournalTeaching and Teacher Education
Volume26
Issue number6
DOIs
StatePublished - Aug 2010

Keywords

  • Conceptual change
  • Epistemological beliefs
  • Preservice teachers
  • Teacher education

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