Changes in Primary School Teachers' Beliefs about Knowing: A longitudinal study

Joanne Lunn Brownlee

68 citations0/0 files storedAsia-Pacific Journal of Teacher Education

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Educational Strategies and Epistemologies Science Education and Pedagogy Teacher Education and Leadership Studies

Abstract

A teaching programme designed to facilitate the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at a large metropolitan university in Australia in 1997. As part of the year-long teaching programme, the students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching programme were interviewed in relation to their beliefs about knowing at the beginning (Interview 1) and conclusion (Interview 2) of the teaching programme. Eleven participants were then interviewed again (Interview 3) in their third year of teaching. The results of the qualitative data analysis of all three interviews indicated that, over time, seven participants became more constructivist in their beliefs about knowing, two maintained the same beliefs, while two described less constructivist beliefs. Implications for teaching are discussed.

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References

1985Naturalistic inquiry 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1982Accommodation of a scientific conception: Toward a theory of conceptual change 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind 1970Forms of Intellectual and Ethical Development in the College Years; A Scheme 1994Beginning Qualitative Research: A Philosophical and Practical Guide 1990Effects of beliefs about the nature of knowledge on comprehension.1987The role of beliefs in the practice of teaching

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