Examining the Relationship between a Sophisticated Personal Epistemology and Desired Pedagogical Practices in Trainee Teachers

5.00
Hdl Handle:
http://hdl.handle.net/2436/620247
Title:
Examining the Relationship between a Sophisticated Personal Epistemology and Desired Pedagogical Practices in Trainee Teachers
Authors:
Smith, Matt ( 0000-0001-7693-3323 )
Abstract:
This paper demonstrates the key link between the development of a sophisticated personal epistemology and the concomitant emergent pedagogies of trainee teachers, as identified through research in this area, including empirical engagement with trainees on a PGCE primary teacher training course in the UK. The ensuing review of literature investigates the theoretical and paradigmatic perspectives and aims to theoretically underpin the methods used within the empirical research described. The conclusion is that it is of paramount importance that teacher training institutions allow for the development of exactly these sophisticated personal epistemologies through explicit teaching and exposure to the specific reflective practices discussed in order to promote the best possible outcomes in terms of trainees’ pedagogical understanding and practices when immersed in authentic experiences in situated learning environments on school-based attachments, and retain appropriate levels of control over the contextual, environmental and experiential circumstances that their trainees encounter.
Publisher:
Center for Promoting Ideas (CPI), USA
Journal:
Journal of Education & Social Policy
Issue Date:
Sep-2016
URI:
http://hdl.handle.net/2436/620247
Additional Links:
http://www.jespnet.com/journal/index/2294
Type:
Article
Language:
en
ISSN:
2375-0782
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorSmith, Matten
dc.date.accessioned2016-11-01T14:45:57Z-
dc.date.available2016-11-01T14:45:57Z-
dc.date.issued2016-09-
dc.identifier.issn2375-0782en
dc.identifier.urihttp://hdl.handle.net/2436/620247-
dc.description.abstractThis paper demonstrates the key link between the development of a sophisticated personal epistemology and the concomitant emergent pedagogies of trainee teachers, as identified through research in this area, including empirical engagement with trainees on a PGCE primary teacher training course in the UK. The ensuing review of literature investigates the theoretical and paradigmatic perspectives and aims to theoretically underpin the methods used within the empirical research described. The conclusion is that it is of paramount importance that teacher training institutions allow for the development of exactly these sophisticated personal epistemologies through explicit teaching and exposure to the specific reflective practices discussed in order to promote the best possible outcomes in terms of trainees’ pedagogical understanding and practices when immersed in authentic experiences in situated learning environments on school-based attachments, and retain appropriate levels of control over the contextual, environmental and experiential circumstances that their trainees encounter.en
dc.language.isoenen
dc.publisherCenter for Promoting Ideas (CPI), USAen
dc.relation.urlhttp://www.jespnet.com/journal/index/2294en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectepistemologyen
dc.subjectpedagogyen
dc.subjectdevelopmenten
dc.subjecttrainee teachersen
dc.subjectpre service teachersen
dc.titleExamining the Relationship between a Sophisticated Personal Epistemology and Desired Pedagogical Practices in Trainee Teachersen
dc.typeArticleen
dc.identifier.journalJournal of Education & Social Policyen
dc.date.accepted2016-07-
rioxxterms.funderInternalen
rioxxterms.identifier.project011116MSen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2016-09-01en
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