Pre-Service Teachers' Epistemic Perspectives about Philosophy in the Classroom: It Is "Not" a Bunch of "Hippie Stuff"

Autor/inn/en	Brownlee, Joanne; Curtis, Elizabeth; Davey Chesters, Sarah; Cobb-Moore, Charlotte; Spooner-Lane, Rebecca; Whiteford, Chrystal; Tait, Gordon
Titel	Pre-Service Teachers' Epistemic Perspectives about Philosophy in the Classroom: It Is "Not" a Bunch of "Hippie Stuff"
Quelle	In: Teachers and Teaching: Theory and Practice, 20 (2014) 2, S.170-188 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.848565
Schlagwörter	Preservice Teachers; Epistemology; Educational Philosophy; Student Teacher Attitudes; Field Experience Programs; Student Teaching; Beliefs; Pretests Posttests; Focus Groups; Attitude Change; Child Psychology; Knowledge Base for Teaching; Questionnaires; Classroom Environment; Foreign Countries; Teacher Surveys; Australia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Praxisnahes Lernen; Teaching practice; Unterrichtspraxis; Belief; Glaube; Attitudinal change; Einstellungsänderung; Kinderpsychologie; Teaching theory; Theory of teaching; Unterrichtstheorie; Fragebogen; Klassenklima; Unterrichtsklima; Ausland; Australien
Abstract	Using epistemic perspectives as a theoretical framework, this study investigated Australian pre-service teachers' perspectives about knowing, knowledge and children's learning, as they engaged in a semester-long unit on philosophy in the classroom. During the field experience component of the unit, pre-service teachers were required to teach at least one philosophy lesson. Pre-service teachers completed the Personal Epistemological Beliefs Survey at the beginning and end of the unit. They were also interviewed in focus groups at the end of the semester to investigate their views about children's learning. Paired sample t-tests were used to explore changes in epistemic beliefs over time. Significant differences were found for only some individual items on the survey. However, when interviewed, pre-service teachers indicated that field experiences helped them consider children as competent "thinkers" who were capable of engaging in philosophy in the classroom. They reported predominantly student-centred perspectives of children's learning, although a process of adjudication (exploring disagreements and evidence for responses) was lacking in these responses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10