Deconstructing and reconstructing student teachers’ beliefs: A intervention programme in the context of teaching practice

πίνακας εξωφύλλου: Μ. Τσιβά
PDF (ελληνικά)
Published: Aug 19, 2020
DOI: https://doi.org/10.12681/hjre.23311
Keywords:
Initial teacher education teaching practice beliefs conceptual change
Σοφία Αυγητίδου
Professor, University of Western Macedonia
https://orcid.org/0000-0001-7157-4720
Χρηστίνα Σιδηροπούλου
University of Western Macedonia
https://orcid.org/0000-0003-3485-2466
Abstract

Research has shown that pre-service teachers’ beliefs influence their understanding of scientific theories and their educational practice during their initial education. The current research studies the meaning given by 31 pre-service teachers to successful teaching activity as well as the role of kindergarten teacher and children in early childhood education before and after an intervention during their teaching practice. Data collection was made through open questionnaires at the beginning and end of the intervention. The theoretical framework of conceptual change was employed to study the content and structure of pre-service teachers’ beliefs before and after the intervention. Results showed that their beliefs altered in different ways after the intervention in relation to the reconceptualisation of the total or part of their prior beliefs and the consistency of their revised educational theories. Almost half of the pre-service teachers altered their prior beliefs, either through their enrichment with current pedagogical principles or through their modification, thus leading to the dominance of mixed mental models without internal consistency. Fewer student teachers modified significantly their prior beliefs moving from a mixed technocratic – teacher centered or a mixed technocratic –child centered model to a research-reflective model. Last, a similar small number of student teachers did not report any significant change of their prior beliefs. Results are discussed in relation to the processes employed in initial teacher education.

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Author Biographies
Σοφία Αυγητίδου, Professor, University of Western Macedonia

Καθηγήτρια

Τμήμα Νηπιαγωγών

Χρηστίνα Σιδηροπούλου, University of Western Macedonia

Ε.Ε.ΔΙ.Π.

Τμήμα Νηπιαγωγών

 

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