Pre-service teachers’ personal epistemic beliefs and the beliefs they assume their pupils to have

Rebmann, Karin; Schloemer, Tobias; Berding, Florian; Luttenberger, Silke; Paechter, Manuela

doi:10.1080/02619768.2014.994059

Cited by 6 publications

(5 citation statements)

References 20 publications

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“…This study represents a unique contribution in terms of providing longitudinal mixed methods data on preservice teachers' beliefs about sources of teaching knowledge and their motivational implications. Although it seems that there may be some development in preservice teachers' beliefs over time, there is a need for explicit teaching about the nature and role of preservice teachers' epistemic beliefs as a way to help scaffold development (Hofer, 2001;Rebmann et al, 2015;Wolfe & Griffin, 2018) and help them align their epistemic beliefs and teaching practice (Bråten et al, 2017;Lunn Brownlee et al, 2017). For teacher educators, there may be a need to help students focus on how to learn from experience as well as on how to build professional knowledge (Korthagen et al, 2006(Korthagen et al, , p. 1025, including discussions about how teaching knowledge is created and justified and how it may inform practice (Afdal & Spernes, 2018).…”

Section: Discussionmentioning

confidence: 99%

A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

Ferguson

Bråten

Jensen

et al. 2022

Journal of Teacher Education

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We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.

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Section: Discussionmentioning

confidence: 99%

A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

Ferguson

Bråten

Jensen

et al. 2022

Journal of Teacher Education

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“…Therefore, successful EE will take place when teachers transfer their initial knowledge base to the learners by being proactive, enthusiastic and inspiring. This is the reason why many scholars advocate that for teachers' reflection on his/her learning (National Research Council, 2010) and do critical thinking about teaching methodologies (Rebmann et al, 2015). The method of teaching should be ones that allow the students to play an active role in the learning process, ask questions (as shown in Figure 1) and to be accountable for their learning and find support (Garnjost & Brown 2018).…”

Section: Discussionmentioning

confidence: 99%

Towards a responsible entrepreneurship education and the future of the workforce

Igwe

Okolie

Nwokoro

2021

The International Journal of Management Education

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This article explores how entrepreneurship education (EE) could be adopted towards improving graduate's skills and preparing the future workforce. It adopts interviews with 30 experienced higher education academics, executives of employment and work placement agencies in Nigeria that reveals substantial benefits of adopting entrepreneurial pedagogics, critical thinking and problem-based learning (PBL). The critical question is how can EE practices be utilised in higher education to improve future workforce? Linked to the UN Principles of Responsible Management Education (PRME), this study is based on the model of curricular, co-curricular and extra-curricular learning pipeline that focuses on 'learning in the curriculum' and 'learning beyond the curriculum'. The model somehow links to the six domains that formed our analytical modelknowledge and cognitive learning, innovation in teaching pedagogy, change in thinking, change in attitudes, social learning and change in action.

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“…5. Need for evaluation by students: Teachers cannot always accurately assess the abilities and preferences of their students (Rebmann et al, 2015;Seidel et al, 2021). This is also evident in our study in the comparison of the pre-service teachers' assessments of the teaching ideas' gender fairness and the actual assessments of the female and male students.…”

Section: Application Of Gender-sensitive Didactic Elements In Stemmentioning

confidence: 78%

Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction

Hasenhütl,

Luttenberger,

Macher

et al. 2024

EURASIA J Math Sci Tech Ed

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Starting early in life, children, especially girls, experience obstacles when it comes to developing interest in STEM. Although teachers face an important task in promoting girls (and boys) in STEM, they often encounter hurdles in doing so. A three-month-long training for pre- and in-service teachers in elementary education was developed to counter this phenomenon. An important training feature was teaching ideas for STEM classrooms. Teachers’ evaluation of the training and teaching ideas, changes in their self-concept, and elementary students’ assessment of the teaching ideas were investigated. Students rated the teaching ideas favorably, with no gender differences. Even though each idea incorporated relevant didactic features for gender-sensitive STEM instruction, the teachers rated certain ideas and contents more critically than others. Nevertheless, their assessments speak in favor of the training intervention, while also indicating gaps in teachers’ professional knowledge regarding gender-sensitive didactics. Implications for the design of STEM teacher education are outlined.

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Pre-service teachers’ personal epistemic beliefs and the beliefs they assume their pupils to have

Cited by 6 publications

References 20 publications

A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

Towards a responsible entrepreneurship education and the future of the workforce

Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction

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