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ERIC Number: EJ1079177
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0737-5328
EISSN: N/A
Challenging Idealism: Pre-Service Teachers' Core Beliefs Before, During, and after an Extended Field-Based Experience
White, John W.; Chant, Richard H.
Teacher Education Quarterly, v41 n2 p73-92 Spr 2014
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A