Challenging Idealism: Pre-Service Teachers' Core Beliefs Before, During, and after an Extended Field-Based Experience

Autor/inn/en	White, John W.; Chant, Richard H.
Titel	Challenging Idealism: Pre-Service Teachers' Core Beliefs Before, During, and after an Extended Field-Based Experience
Quelle	In: Teacher Education Quarterly, 41 (2014) 2, S.73-92 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Beliefs; Philosophy; Student Attitudes; Preservice Teachers; Methods Courses; Secondary Education; Cooperating Teachers; Observation; Interaction; Instructional Effectiveness; Teaching Methods; Context Effect; Experiential Learning; Attitude Change; Program Effectiveness + Suchen Sie Ihr Suchwort? Belief; Glaube; Philosophie; Schülerverhalten; Methodisch-didaktische Anleitung; Sekundarbereich; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Beobachtung; Interaktion; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Attitudinal change; Einstellungsänderung
Abstract	Teacher beliefs have for some time been directly linked to teacher actions. What teachers believe about curriculum, pedagogy, their students, and the greater goals of education itself influences their instructional behaviors and resultant decision-making. This study sought to analyze how experiences influence changes in beliefs, can provide insights into ones effectiveness, and act as a tool for program evaluations. Two major themes emerged from this study. First, that students' initial beliefs changed very little, considering the spectrum of possible changes and the myriad contexts and experiences they witnessed in their classroom placements. Second, in those instances in which there were significant shifts in students' beliefs, these shifts followed two distinct patterns: (1) they shifted toward the epistemologies and beliefs that guided their professors' instruction; or (2) they shifted away from the best practices described in educational research and toward the pragmatic but status quo oriented educational practices that they had previously decried. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04