A qualitative study about the role of preservice teachers' beliefs in learning from literacy instruction video-cases.

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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.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Aman Yadav, Matthew Koehler, Michigan State University, United States

Abstract

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.

Keywords

• Teachers
• Instructional Design
• Video

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