Student Teachers' Distinctive Contributions to Research on Primary School Children's Beliefs about Knowledge and Knowing

Autor/inn/en	Kershner, Ruth; Hargreaves, Linda
Titel	Student Teachers' Distinctive Contributions to Research on Primary School Children's Beliefs about Knowledge and Knowing
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 38 (2012) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Foreign Countries; Epistemology; Student Teachers; Beliefs; Elementary School Teachers; Professional Development; College School Cooperation; Partnerships in Education; Teacher Education; Higher Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Erkenntnistheorie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Belief; Glaube; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Student teachers' research is usually valued more for its contribution to their professional learning than for its contribution to the research topic itself. This paper reports on a research collaboration with eight student primary teachers in England, intended to build on a previously established project investigating young children's epistemological beliefs. Analysis of the students' written reports leads to an elaborated conceptual framework that draws attention to the need for a dialogue with all children about the interfaces experienced within, between and beyond each school context. The conclusions point to the distinctive research position held by student teachers in crossing boundaries between school and university contexts, and the particular relevance of the research topic for illuminating the out-of-school knowledge integral to children's sense of self and learning. (Contains 5 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10