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Author: Barbara K. Hofer
Publisher: Routledge
ISBN: 113660863X
Category : Education
Languages : en
Pages : 429
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Book Description
This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.
Author: Barbara K. Hofer
Publisher: Routledge
ISBN: 113660863X
Category : Education
Languages : en
Pages : 429
Get Book Here
Book Description
This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.
Author: Lisa D. Bendixen
Publisher: Cambridge University Press
ISBN: 0521883555
Category : Education
Languages : en
Pages : 617
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Book Description
This book presents theoretical and empirical work pertaining to personal epistemology in the classroom and consider its broader educational implications.
Author: Jo Brownlee
Publisher: Routledge
ISBN: 0415883563
Category : Education
Languages : en
Pages : 302
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Book Description
This edited volume examines the role of personal epistemology in teaching across early childhood, primary, secondary and tertiary contexts, and the implications for teacher education, incorporating the most up-to-date research and theorising in the field.
Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 1402065965
Category : Psychology
Languages : en
Pages : 473
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Book Description
Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.
Author: Jo Brownlee
Publisher: Routledge
ISBN: 1136656596
Category : Education
Languages : en
Pages : 302
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Book Description
Personal Epistemology and Teacher Education, edited by Joanne Brownlee, Gregg Schraw and Donna Berthelsen, provides an international perspective on teachers’ personal epistemology, or beliefs about the nature of knowledge and knowing. Research from The Netherlands, Cyprus, Australia, United States, Canada, Norway, and Taiwan is presented to provide diverse viewpoints on personal epistemology for early childhood, primary, secondary and tertiary teaching contexts. The text provides a platform for cutting-edge theory and research about how personal epistemology can be applied to the context of teacher education, thereby making explicit the connection between personal epistemology and teaching and students’ learning outcomes. Topics include: Cultural differences in teacher epistemology and the impact on students’ learning Teachers’ epistemological beliefs and inclusion Teachers’ epistemology and reading lessons, citizenship education, and teaching science Epistemology in a social context Teachers’ epistemological beliefs and student autonomy Teacher education and analysis of preservice and practicing teachers Implications of teachers’ epistemological beliefs Connections to future practice Teacher education and teacher behaviours are fore-grounded across the topics, with an emphasis on the origin and composition of teachers’ epistemological beliefs and how universities motivate change through formal teacher education. Teaching behaviours are discussed in relation to how teachers’ beliefs are related to the curricular and pedagogical choices that they make in their classrooms, assessment of learning outcomes, and classroom management practices.
Author: Barbara K. Hofer
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 496
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Book Description
Author: Gregory Schraw
Publisher: IAP
ISBN: 1681239507
Category : Education
Languages : en
Pages : 447
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Book Description
The focus of this book is to explore teachers’ evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field?based experiences influence the connections between teachers’ personal epistemologies and teaching practice. In an earlier volume we investigated preservice and inservice teachers’ beliefs and teaching practices (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers’ personal epistemologies, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teacher’s personal epistemologies. To address this gap, the book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support preservice teachers’ involvement in learning that is challenging and inservice teachers’ engagement in professional experiences that promote changes in teaching practice. We argue that teachers need to be encouraged to question their beliefs and develop increasingly sophisticated beliefs about their knowledge and their students’ knowledge that facilitate learning and intellectual growth.
Author: Stephen Billett
Publisher: Springer Science & Business Media
ISBN: 1402053606
Category : Education
Languages : en
Pages : 290
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Book Description
This book focuses on relations among subjectivity, work and learning that represent a point of convergence for diverse disciplinary traditions and practices. There are contributions from leading scholars in the field. They provide emerging perspectives that are elaborating the complex relations among subjectivity, work and learning, and circumstances in which they are played out.
Author: Terry Marks-Tarlow
Publisher: Cambridge Scholars Publishing
ISBN: 1527544931
Category : Psychology
Languages : en
Pages : 576
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Book Description
Fractal dynamics provide an unparalleled tool for understanding the evolution of natural complexity throughout physical, biological, and psychological realms. This book’s conceptual framework helps to reconcile several persistent dichotomies in the natural sciences, including mind-brain, linear-nonlinear, subjective-objective, and even personal-transpersonal processes. A fractal approach is especially useful when applied to recursive processes of consciousness, both within their ordinary and anomalous manifestations. This novel way to study the interconnection of seemingly divided wholes encompasses multiple dimensions of experience and being. It brings together experts in diverse fields—neuropsychologists, psychiatrists, physicists, physiologists, psychoanalysts, mathematicians, and professors of religion and music composition—to demonstrate the value of fractals as model, method, and metaphor within psychology and related social and physical sciences. The result is a new perspective for understanding what has often been dismissed as too subjective, idiosyncratic, and ineffably beyond the scope of science, bringing these areas back into a natural-scientific framework.
Author: Jason S. Baehr
Publisher: Oxford University Press, USA
ISBN: 019960407X
Category : Philosophy
Languages : en
Pages : 250
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Book Description
Jason Baehr presents a new theory of 'responsibilist' or character-based virtue-epistemology -- an approach in which intellectual character traits are given a central and fundamental role. He examines the nature and structure of an intellectual virtue and accounts for the role of reflection on intellectual virtues in epistemology.
