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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 teacher's
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.
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 teacher's
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.
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