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ERIC Number: EJ1026366
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1354-0602
Pre-Service Teachers' Epistemic Perspectives about Philosophy in the Classroom: It Is "Not" a Bunch of "Hippie Stuff"
Brownlee, Joanne; Curtis, Elizabeth; Davey Chesters, Sarah; Cobb-Moore, Charlotte; Spooner-Lane, Rebecca; Whiteford, Chrystal; Tait, Gordon
Teachers and Teaching: Theory and Practice, v20 n2 p170-188 2014
Using epistemic perspectives as a theoretical framework, this study investigated Australian pre-service teachers' perspectives about knowing, knowledge and children's learning, as they engaged in a semester-long unit on philosophy in the classroom. During the field experience component of the unit, pre-service teachers were required to teach at least one philosophy lesson. Pre-service teachers completed the Personal Epistemological Beliefs Survey at the beginning and end of the unit. They were also interviewed in focus groups at the end of the semester to investigate their views about children's learning. Paired sample t-tests were used to explore changes in epistemic beliefs over time. Significant differences were found for only some individual items on the survey. However, when interviewed, pre-service teachers indicated that field experiences helped them consider children as competent "thinkers" who were capable of engaging in philosophy in the classroom. They reported predominantly student-centred perspectives of children's learning, although a process of adjudication (exploring disagreements and evidence for responses) was lacking in these responses.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A