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  • A longitudinal study of change in preservice teachers' personal epistemologies

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    WalkerPUB2719.pdf (87.37Kb)
    Author(s)
    Walker, S
    Brownlee, J
    Whiteford, C
    Exley, B
    Woods, A
    Griffith University Author(s)
    Exley, Beryl E.
    Year published
    2012
    Metadata
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    Abstract
    There is strong evidence to show that beliefs about knowing and knowledge held by individuals (personal epistemologies) influence preservice teachers’ learning strategies and learning outcomes (Muis, 2004). However, we know very little about how preservice teachers’ personal epistemologies change as they progress through their teacher education programs. This study investigated changes in personal epistemology and beliefs about learning for a group of preservice teachers as they progressed through the four years of a Bachelor of Education degree. Preservice teachers completed the Epistemological Beliefs Survey (EBS, Kardash ...
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    There is strong evidence to show that beliefs about knowing and knowledge held by individuals (personal epistemologies) influence preservice teachers’ learning strategies and learning outcomes (Muis, 2004). However, we know very little about how preservice teachers’ personal epistemologies change as they progress through their teacher education programs. This study investigated changes in personal epistemology and beliefs about learning for a group of preservice teachers as they progressed through the four years of a Bachelor of Education degree. Preservice teachers completed the Epistemological Beliefs Survey (EBS, Kardash & Wood, 2000) when they commenced their course (Time 1) when they were in the 3rd year of their course (Time 2) and then again in the final year of their degree (Time 3). Findings indicated that there were significant changes in preservice teachers’ personal epistemologies between course entry and the final year of their course across all but one of the dimensions measured. Results are discussed in terms of the implications for teaching and teacher education.
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    Journal Title
    Australian Journal of Teacher Education
    Volume
    37
    Issue
    5
    DOI
    https://doi.org/10.14221/ajte.2012v37n5.1
    Copyright Statement
    © The Author(s) 2012. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author[s].
    Subject
    Teacher Education and Professional Development of Educators
    Education
    Publication URI
    http://hdl.handle.net/10072/340033
    Collection
    • Journal articles

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