Changing Epistemological Beliefs in Pre-service Teacher Education Students

By J. Brownlee, N. Purdie, G. Boulton‐Lewis. 2001

327 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/14dfae9e1aa331dc4250470c21d1bdf1ddbe3737

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Personality Characteristics and Teacher Beliefs among Pre-Service Teachers. (2008, methodology): “A mixed-methods study conducted by Brownlee, Purdie, and Boulton-Lewis (2001) found growth in the epistemological beliefs of pre-service teachers due to a year-long reflective teaching program.”
Personal Epistemology and Culture (2008, background): “This area of investigation has had substantial development in Australia under the leadership of Brownlee (Brownlee, 2003; Brownlee & Berthelsen, 2006; Brownlee et al., 2001; Brownlee, 2001), with work spanning a wide range of issues with relevance to teacher education and teacher beliefs.”
Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers (2003, background): “New teachers have the tendency to model their practice on their own K-12 educational experiences (Pajares, 1992; LaBoskey, 1993; Hatton & Smith, 1995; Wideen et al., 1998; Brownlee et al., 2001).”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “Some of these studies have tended to teachers’ beliefs and identity (Brown and McNamara 2011; Brownlee, Purdie, and Boulton-Lewis 2001; Walshaw 2004), while others focused on prospective teachers mathematical knowledge (Ball 1990; 570 E. Heyd-Metzuyanim et al. Frykholm 1999; Rowland et al. 2014).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, background): “The need for alternative models for teacher preparation is further underscored by the emerging evidence that college education, including teacher preparation programs, is not successful at advancing student epistemologies (Brownlee et al., 2001; Schraw & Olafson, 2002).”
The epistemological beliefs, learning approaches and study orchestrations of university students (2006, background): “…and secondly, by guaranteeing the necessary scaffolding to facilitate students (and teachers) in developing sophisticated beliefs about learning and knowing (Brownlee et al., 2001), which is generally in agreement with Biggs’s (2001) criterion that the institution itself needs to be reflective.”