What does it Take to Change Minds? Intellectual Development of Preservice Teachers

Hill, L. A.

doi:10.1177/002248710005100106

Cited by 31 publications

(18 citation statements)

References 5 publications

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“…Several scholars have argued for the need to help aspiring and practicing teachers to advance their theories of knowledge through the use of explicit instruction, personal reflection, and coaching (Richardson et al, 1991;Schraw & Olafson, 2002;Sinatra & Kardash, 2004;Windschitl, 2002). Yet only a few studies have evaluated the effectiveness of specific educational interventions, such as the use of autobiography (Bushnell & Henry, 2003) and incorporation of group discussions and journal writing about personal epistemologies in educational psychology courses (Brownlee, Purdie, & Boulton-Lewis, 2001;Hill, 2000). We need to develop and test instructional models that help teachers reflect on their epistemological commitments in relation to the advocated classroom practices.…”

Section: Teacher Epistemologiesmentioning

confidence: 99%

Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching

Reznitskaya

Gregory

2013

Educational Psychologist

209

107

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Dialogue, as a communication form characterized by its commitment to inclusiveness and rationality, has long been advocated by educators as a mechanism for helping students become better thinkers. Unfortunately, numerous claims about the educational potential of participating in dialogue have not resulted in substantial changes in classroom practices. Studies have consistently shown that in today's schools the dominant discourse remains largely monologic. In this article, we present a testable theory of change that suggests how sociocultural processes in a dialogic classroom influence students' development. We identify and discuss three learning outcomes of dialogic teaching, including epistemological understanding, argument skills, and disciplinary knowledge. We then critically review empirical research related to the proposed theory, highlighting unsolved questions, inconsistencies, and directions for future studies. Finally, we focus on the implications of the proposed integrated theory and reviewed research for teachers and their language use in a classroom.

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Section: Teacher Epistemologiesmentioning

confidence: 99%

Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching

Reznitskaya

Gregory

2013

Educational Psychologist

209

107

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“…Nunan (1989) provided the first clear description of a self-developing and autonomously functioning individual, and such a conscious orchestration of individual capacity, environment and available resources is particularly important to our emerging definition. There is a widespread view that it is healthy for professionals to have an active role in their own development processes (Hill 2000;Stuart & Thurlow 2000;Bailey, Curtis & Nunan 2001;Crookes & Chandler 2001).…”

Section: Defining Language Teacher Developmentmentioning

confidence: 99%

The language teacher's development

2005

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“…Rather, such a dialogue is precisely what should help pupils to develop evaluative skills such as a critical thinking, which is the evaluative and justifying process for determining what should reasonably be believed or done while considering criteria of choice and diversity of contexts (Gagnon 2011). This theoretical suggestion has actually been empirically validated on several occasions (see Hill 2000;Knight and Collins 2013;Lyle 2008;Meyer 2010). In particular, Meyer (2010) showed in a pre-post test intervention that students who attended courses that employed a dialogue-based community of enquiry approach during one semester were inclined to use more evaluativist thinking and less absolutist and relativist thinking in all the three domains of knowledge that were under consideration in the study (moral, physical science and social science).…”

Section: P4c and Evaluativismmentioning

confidence: 79%

On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE

Waillet

Roskam

Possoz

2014

British Journal of Religious Education

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This article presents the epistemological paradigm in which Philosophy for Children (P4C) is embedded and the personal epistemological positions that are promoted by P4C, in order to address the concern that P4C might induce relativism in pupils. On the basis of theoretical considerations and empirical results, it is shown that P4C does not promote absolutism or relativism, either in its premises or in pupils' personal epistemology. Rather, this method is related to a socio-constructivist and pragmatic paradigm and it promotes an evaluativist position. The relevance of promoting evaluativism (rather that absolutism or relativism) during RE lessons in pupils is then examined through a psychological perspective. The conclusion is that it is worth integrating P4C in RE because it stimulates an evaluativist perspective that is beneficial in terms of both personal need for meaning and social cohesion.

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What does it Take to Change Minds? Intellectual Development of Preservice Teachers

Cited by 31 publications

References 5 publications

Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching

Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching

The language teacher's development

On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE

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