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ERIC Number: ED368699
Record Type: RIE
Publication Date: 1992-Apr
Pages: 52
Abstractor: N/A
Reference Count: N/A
Preservice Teachers' Development of Pedagogical Understandings and Epistemological Frameworks.
Lawrence, Chris L.
This study assessed 72 undergraduate preservice teachers' development of broad pedagogical understandings in relation to an informal reasoning framework and instructional processes. Subjects completed a set of 11 open-ended planning tasks, self/course evaluations, and a measure of learning orientation for a course in educational psychology. The tasks facilitated the application of both broad and specific pedagogical concepts, previous knowledge and beliefs about classrooms, subject matter knowledge, and knowledge about classroom planning. A general theoretical framework which delineates a model of informal reasoning, assessment of levels of understandings based on quality, and instructional processes which encourage the development of preservice teachers' pedagogical understandings is presented. The framework is viewed in light of the more global considerations of teacher socialization processes and teachers' personal growth. Results indicated that those individuals who do not adopt a reflective stance on learning may have difficulty in furthering their conceptions and understandings of how their students will learn and develop. A form of empowerment came from subjects examining and understanding their own epistemological frameworks and ideas about pedagogy. Appendixes provide additional information on the tasks and pedagogical levels of understanding. (Contains 32 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers; Reflective Thinking
Note: Paper presented at the Annual Meeting of the Educational Research Association (San Francisco, CA, April 20-24, 1992).