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ERIC Number: EJ993293
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0260-7476
Student Teachers' Distinctive Contributions to Research on Primary School Children's Beliefs about Knowledge and Knowing
Kershner, Ruth; Hargreaves, Linda
Journal of Education for Teaching: International Research and Pedagogy, v38 n3 p275-293 2012
Student teachers' research is usually valued more for its contribution to their professional learning than for its contribution to the research topic itself. This paper reports on a research collaboration with eight student primary teachers in England, intended to build on a previously established project investigating young children's epistemological beliefs. Analysis of the students' written reports leads to an elaborated conceptual framework that draws attention to the need for a dialogue with all children about the interfaces experienced within, between and beyond each school context. The conclusions point to the distinctive research position held by student teachers in crossing boundaries between school and university contexts, and the particular relevance of the research topic for illuminating the out-of-school knowledge integral to children's sense of self and learning. (Contains 5 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)