Upload
willem
View
34
Download
0
Embed Size (px)
DESCRIPTION
Personal beliefs as a lens: The role of Epistemological and Self-Regulated L earning beliefs in pre-service teachers’ evaluations of lesson plans. Daniel C. Moos, PhD Amanda Miller (Elementary Education Candidate ’ 13 ) - PowerPoint PPT Presentation
Citation preview
Daniel C. Moos, PhD
Amanda Miller (Elementary Education Candidate ’13)
Research to be presented at American Education Research Association (AERA) in April 2013
Personal beliefs as a lens: The role of Epistemological and Self-Regulated
Learning beliefs in pre-service teachers’ evaluations of lesson plans
OverviewThis study examined how epistemological beliefs (EB) and self-regulated learning beliefs (SRLB) affect pre-service teachers’ evaluation of lesson plans. The sample included 33 pre-service teachers, who were individually run through the study. The participants completed a self-report questionnaire (measuring EB, SRLB, and views of instructional practice), thought aloud as they evaluated two lesson plans, and were interviewed about their views. Participants with more sophisticated views of certain knowledge and innate ability viewed a constructivist approach to teaching as more effective. Participants with stronger constructivist views of teaching made significantly more evaluations based on the lesson plan’s support of self-regulated learning. Participants with stronger traditional views of teaching made significantly fewer evaluations on the student-centered nature of the lesson plan.
Overview
• Introduction• Personal beliefs• Epistemological beliefs• SRL beliefs• Research Questions
• Overview of Study• Research questions• Method and procedure• Data analysis & discussion• Acknowledgements
Daniel C. Moos, PhDDepartment of Education
Gustavus Adolphus CollegeAERA 2013
Introduction: Personal Beliefs
“Discovery Learning” “Critical Thinking”
“Constructivist Approach”
“Humanistic Approach”
Introduction: Personal Beliefs
“Discovery Learning” “Critical Thinking”
“Constructivist Approach”
“Humanistic Approach”
Teacher as a Facilitator
Introduction: Personal Beliefs Teacher as a prescriber….
• Learning happens quickly or not at all
• Multiple perspectives have little merit
• It is the teachers job to provide a standardized interpretation of the material
• Students do not have the capacity to regulate their learning
Tall in the the saddle
What role does prior knowledge and experience play in pre-service teachers’ development?
Introduction: Personal Beliefs
Daniel C. Moos, PhDDepartment of Education
Gustavus Adolphus CollegeAERA 2013
Introduction: Epistemology Beliefs What role do personal beliefs play in pre-
service teachers’ view of instructional practice?
Epistemological beliefs (Schommer, 1990, 1993a,b )• Certainty of knowledge: Is knowledge absolute …
tentative?• Structure of knowledge: Is knowledge isolated …
interconnected?• Authority source of knowledge: Is knowledge
transmitted from an authority figure?• Control of knowledge: Is ability fixed … malleable?• Speed of knowledge: Is knowledge acquired quickly
… not at all?
Introduction: Epistemology Beliefs What role do personal beliefs play in pre-
service teachers’ view of instructional practice?
Self-Regulated Learning Beliefs (Lombaerts et al.,
2009): The extent to which students have the capacity to be active participants in their own learning • Students have the capacity to determine what they
want to learn • Students should be able to make decisions about the
sequence and duration of their learning activities • Each student should be given the opportunity to
regulate his/her own learning
Overview of Study: Research Questions
• 1. To what extent do pre-service teachers’ EB and SRLB affect their views of instructional practices, as evidenced by a self-report questionnaire?
• 2. To what extent do pre-service teachers’ views of instructional practices affect their perceptions of lesson plans, as evidenced by a think-aloud protocol?
Daniel C. Moos, PhDDepartment of Education
Gustavus Adolphus CollegeAERA 2013
Overview of Study: Participants & Measures
• Participants (N = 33)• Pre-service teachers from SLAC in midwest (USA)• 28 males (85%) and 5 females (15%); 17 (52%) elementary, 5
(15%) middle level, and 11 (33%) high school• Measures
• Self-regulated Learning & Epistemological Beliefs• Self-Regulated Learning Teacher Belief Scale, self-report
(Lombaerts et al., 2009)
• Epistemic Belief Inventory, self-report (Shraw, Bendixen, & Dunbkle, 2002)
• Instructional Practices • Traditional vs. Constructivist approach, self-report (Chan & Elliot,
2004)
• Think-aloud during evaluation of two content specific lesson plans (participants individually run)
Measures, continued
Self-regulated learning comments
(Perry’s work)
Student Centered Comments
Lesson Plan Logistics
Comments
•Student Choice
•Control of Challenges
•Developmental considerations
•Student motivation
•Student learning
•Chronology
•Assessment
•Content
•Modification
Open coding process (Strauss & Crobin, 1990)
Overview of Study: Results (II)
Pre-service teachers who had more sophisticated beliefs related to:• Certain Knowledge• Innate Ability
… were significantly more likely to believe that a constructivist approach to teaching was more effective
1. To what extent do pre-service teachers’ EB and SRLB affect their views of instructional practices, as evidenced by a self-report questionnaire?
Overview of Study: Results (I)
Pre-service teachers with stronger constructivist views of teaching:• Made more evaluations based on the lesson plan’s
support of self-regulated learning
2. To what extent do pre-service teachers’ views of instructional practices affect their perceptions of lesson plans, as evidenced by a think-aloud protocol?
Pre-service teachers with stronger traditional views of teaching:• Made fewer evaluations based on the student-centered
nature of the lesson plan’s
Overview of Study: Discussion (I)Theoretical Implications
• Applying long held assumption that learners construct knowledge in an idiosyncratic process• Personal beliefs act as a “lens” during evaluation of
instructional practices• Pre-service teachers’ attention is guided by their personal
beliefs• Raises theoretical consideration of the relationship between
metacognition and personal beliefs (Bromme, Pieschl, & Stahl, 2010; Hofer & Sinatra, 2010; Mason & Bromme, 2010; Muis & Franco)
Overview of Study: Discussion (II)Theoretical Implications
• Context for teacher education programs:• Importance of designing a teacher education program that explicitly
accounts for this highly individualized process
Overview of Study: Discussion (III)Practical Implications
______________________________________________________________________
Thank you! Daniel C. Moos, PhD
Amanda Miller (Elementary Education Candidate ’13)
______________________________________________________________________
Contact InformationEmail: [email protected]
Website: homepages.gac.edu/~dmoos