A qualitative study about the role of preservice teachers' beliefs in learning from literacy instruction video-cases.
Save to My Collections
Yadav, A. & Koehler, M. (2005). A qualitative study about the role of preservice teachers' beliefs in learning from literacy instruction video-cases. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3427-3432). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19663.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
Beliefs about the nature of knowledge have been found to influence learning (Hofer & Pintrich, 1997; Schommer, 1990). This study investigated whether epistemological beliefs interact with the observations of preservice teachers regarding teaching from video cases in a hypermedia based learning environment designed to highlight exemplary elementary literacy instruction. Two epistemological beliefs – Fixed Ability and Simple Knowledge - are the focus of this paper. A qualitative analysis of participants from the opposite ends of the fixed ability and simple knowledge beliefs continuum is presented. The results indicated that preservice teachers with a complex belief structure about the nature of knowledge and learning focus more on the complexities of teaching and learning and go beyond the mere surface features observed in the video cases.
- Hands on the iPAD, Heads in the Cloud; teaching and learning with iPADs in a Belfast Primary School
- Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology
- The efficacy of eportfolios : an experiment with pupils and student teachers from Canada
- Can Open and Distance Learning Courses Increase Student Teachers Motivation During Their Training ?
- Middle School Students’ Self-Efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment
- Using Digital Video as a Research Tool: Ethical Issues for Researchers
- “Play it Again, Zack!” Video Classrooms: Proven Practice and Projects
- Preparing to Teach Mathematics with Technology: An Integrated Approach to Developing Technological Pedagogical Content Knowledge
- A view into teachers digital pedagogical portfolios showing evidence of their Technological Pedagogical Reasoning
- Students in the Director's Seat: Teaching and Learning with Student-generated Video
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.