کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374766 | 622511 | 2007 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education
دانلود مقاله + سفارش ترجمه
دانلود مقاله ISI انگلیسی
رایگان برای ایرانیان
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education](/preview/png/374766.png)
چکیده انگلیسی
The purpose of this study was to investigate differences in preservice teachers’, practicing teachers’, and teacher education professors’ beliefs about educational research; specifically, what counts as legitimate knowledge in education and how that knowledge may be obtained. Participants’ responses to two vignettes and dilemmas indicate that many preservice teachers believe that educational knowledge is highly particularistic, and that it cannot be falsified. In contrast, most professors articulated the belief that educational knowledge can be generalized and also falsified. Practicing teachers fell in the middle of this continuum. Implications of these different beliefs and assumptions for teacher education are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 23, Issue 2, April 2007, Pages 123–135
Journal: Teaching and Teacher Education - Volume 23, Issue 2, April 2007, Pages 123–135
نویسندگان
Elana Joram,