Pre-service Teachers' Epistemology Viewed through Perspectives on Problematic Classroom Situations

By Bonita C. White. 2000

105 citations recorded by the source corpus.

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Preparing Teachers for Inclusive Classrooms. (2009, methodology): “White (2000) applied King & Kitchener’s stages model to the beliefs of 20 pre-”
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs (2008, background): “Few research studies have investigated the development of teachers’ epistemological beliefs and epistemological world views (Schraw & Olafson, 2002; White, 2000).”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “Teachers’ epistemological beliefs affect their curricular and pedagogical decisions (Reybold, 2001; Roth & Tobin, 2001; Schraw & Olafson, 2002; White, 2000).”
Personal epistemology and relational pedagogy in early childhood teacher education programs (2006, background): “White (2000) found that pre-service teachers with naive epistemological beliefs (dualistic thinking) tended to have a simplistic view of classroom problems.”
Assessing Teachers' Epistemological and Ontological Worldviews (2008, background): “One possibility is that traditional classroom-based preservice training has a smaller effect than field-based apprenticeships (Olafson & Schraw, 2002; White, 2000).”