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 preservice and inservice teachers beliefs and teaching practices (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers personal epistemologies, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teachers personal epistemologies. To address this gap, the book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support preservice teachers involvement in learning that is challenging and inservice teachers engagement in professional experiences that promote changes in teaching practice. We argue that teachers 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.
This book explores teachers' evolving personal epistemologies and how university and field experiences influence teaching practices. It addresses conceptual frameworks for developing teachers' beliefs, aiming to support preservice and inservice teachers in challenging learning and professional experiences.
Dedication.
Preface.
Section 1: Introduction.
Chapter
1. Teachers' Personal Epistemologies: Theoretical and Practical
Considerations; Gregory Schraw, Lori Olafson, and Joanne Lunn.
Section 2: Conceptual Frame Works for Understanding Beliefs.
Chapter
2. The Functions of Beliefs: Teachers' Personal Epistemology on the
Pinning Block; Helenrose Fives and Michelle M. Buehl.
Chapter
3. The Epistemic Climate of Mrs. M's Science Lesson about the
Woodlands as an Ecosystem: A Classroom-Based Research Study; Florian C.
Feucht.
Section 3: Development of Beliefs.
Chapter
4. An Account of Teachers' Epistemological Progress in Science;
Jessica Watkins, Janet E. Coffey, April Maskiewicz, and David Hammer.
Chapter
5. Self-Authorship as a Framework for Understanding the Professional
Identities of Early Childhood Practitioners; Angela Edwards, Jo Lunn
Brownlee, and Donna Berthelsen.
Chapter
6. Understanding the Epistemic Nature of Teachers' Reasoning Behind
Their Practices From an Aristotelian Perspective; Khalil Gholami.
Chapter
7. Personal Epistemology, Nature of Science and Instructional
Practice: Towards Defining a Meaningful Relationship; Hasan Deniz.
Chapter
8. 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.
Section 4: Changing Preservice and Inservice Teachers' Beliefs.
Chapter
9. The Potential of Course Interventions to Change Preservice
Teachers' Epistemological Beliefs; Meghan Parkinson and Liliana Maggioni.
Chapter
10. Addressing Teacher Epistemology and Ideology in History Pedagogy:
Teaching Historical Thinking and Media; Jeremy Stoddard.
Chapter
11. Clearing a Path for Constructivist Beliefs: Examining
Constructivist Pedagogy and Pre-Service Teachers' Epistemic and Learning
Beliefs; Melissa Duffy, Krista Muis, and Mike Foy.
Chapter
12. Exploring the Factors Contributing to Preservice Elementary
Teachers' Epistemological Worldviews about Teaching Science; Elif
Adibelli-Sahin and Janelle M. Bailey.
Chapter
13. Teaching Knowledge and Beliefs in Preservice Teachers; Gregory
Schraw, Lori Olafson, and Michelle Vander Veldt Brye.
Chapter
14. The Place of Epistemological Beliefs Within Teachers' Social
Representation Systems: A Model to Explain Geography Teachers' Practices;
Fernando Alexandre.
Section 5: Personal Epistemology in Higher Education.
Chapter
15. The Personal Epistemologies of Tutors in Higher Education; Fiona
Hallett and Arthur Chapman.
Section 6: Conclusion.
Chapter
16. Reflection and Reflexivity: A Focus on Higher Order Thinking in
Teachers' Personal Epistemologies; Jo Lunn Brownlee and Gregory Schraw.
Biographies.
