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ERIC Number: ED447141
Record Type: Non-Journal
Publication Date: 2000-Nov-15
Pages: 27
Abstractor: N/A
Reference Count: N/A
Preservice Teachers' Beliefs: Nonrational to Irrational to Rational.
White, Bonita C.
This paper examines the problem that the beliefs with which preservice teachers leave colleges of education are virtually the same as when they entered. This issue is addressed by establishing that preservice teachers' belief formation regarding teaching, learning, students, and content should be a rational rather than nonrational or irrational process. The premise of the paper is that helping preservice teachers move toward developing rational beliefs about teaching, learning, students, and content involves a three-pronged approach that addresses epistemology, informal reasoning/argumentation, and metacognition. The paper shows that each level of belief formation is related to and dependent on epistemology. Epistemology, in turn, is related to informal reasoning or argumentation and to metacognition. To improve the process of belief formation or adaptation, it is necessary to address all three arenas. The three major aspects of each arena are outlined. (Contains 61 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A