Changing preservice teachers' epistemological beliefs about teaching and learning in mathematics: An intervention study

By M. Gill, P. Ashton, James Algina. 2004

251 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/328ff5d6672c8df1da39a3514f50540812edb75f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The first year university experience: using personal epistemology to understand effective learning and teaching in higher education (2009, background): “Gill et al. (2004) , reflecting on Qian and Alvermann’s research, also noted that absolutist epistemological beliefs in certain and simple knowledge could predict poor problem solving.”
The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers. (2012, background): “Although pre-service teachers enter a teacher education program with established mathematical beliefs, researchers have shown that pre-service teachers’ beliefs can be influenced by teacher education programs (Beswick, 2006; Gill et al., 2004; Swars et al., 2007; Wilkins & Brand, 2004).”
School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction (2017, background): “In an intervention study involving 161 prospective teachers, participants in a treatment group were sent activation messages intended to prompt recall of their prior mathematical instructional beliefs, then read ‘‘refutational texts’’ that challenged their traditional beliefs and outlined a rational”
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “However, such investigations have examined knowledge as a general construct (e.g., Ravindran et al., 2005) or in relation to a particular academic domain (e.g., Enochs, Scharmann, & Riggs, 1995; Gill et al., 2004).”
Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “…study of an intervention aimed at producing preservice teachers’ dissatisfaction with their own current conceptions of mathematics instruction, Gill, Ashton, and Algina (2004) found that the preservice teachers who participated in the intervention demonstrated greater epistemological belief…”
Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, background): “…from the psychological literature to try to understand the persistence of her beliefs and values or to speculate about methods of professional development, supervision, or other policy instruments that might help to change her thinking, such as those recommended by Gill, Ashton, and Algina (2004).”
The "Warming Trend" in Conceptual Change Research: The Legacy of Paul R. Pintrich (2005, methodology): “, Gregoire, 2003). In addition to goals, Pintrich (1999) argued that epistemological beliefs should also be related to knowledge change.”
Personal Epistemology and Culture (2008, background): “Conceptions of knowledge and knowing are critical to understand not only of students, but also of teachers, as indicated by the research on teachers’ worldviews (Schraw & Olafson, 2002) and the findings on changes in preservice teachers’ 1 Personal Epistemology and Culture 13 beliefs ( Gill et al., ”
Assessing Teachers' Epistemological and Ontological Worldviews (2008, background): “Previous research suggests that teachers develop over time regarding teaching practices and that their beliefs change as part of their development (Brownlee et al., 2001; Gill et al., 2004; Woolfolk-Hoy et al., 2006).”