Teachers’ epistemic cognition in situ: Evidence from classroom assessment

Barnes, Nicole; Fives, Helenrose; Mabrouk-Hattab, Sirine; SaizdeLaMora, Kit

doi:10.1016/j.cedpsych.2020.101837

Cited by 20 publications

(8 citation statements)

References 46 publications

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“…In this line, reference is made to theories and research on thought, the nature of knowledge, learning, and reflection, developed by Piaget (1919Piaget ( , 1950, John Dewey (1933Dewey ( , 1989 and other classic authors (Lengrand, 1966(Lengrand, , 1975Perry, 1968;Kallen & Bengtsson, 1973;Dave, 1976;Cropley, 1980;Knapper & Cropley, 1985;Belenky et al, 1986;Faris, 1992;Hofer & Pintrich, 1997) as well as by other scholars. (Medina, 2000;Giménez, 2002;Schommer, 2004;Brownlee and Berthelsen, 2005;Pérez et al, 2009;Chrysostomou & Philippou, 2010;Gorodokin, 2017;Montanares & Junod, 2018;Salmento and Murtonen, 2018;Wisker, 2019;Barnes et al, 2020;Knapper, 2021).…”

Section: Methodsmentioning

confidence: 99%

Categories of study to consider when analyzing the teaching practice of university teachers

Martínez¹

2022

Rev. Innova Educ.

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The improvement of teaching demands a constant analysis, reflection and criticism of the practices developed by teachers; in this sense, the objective of this article is to identify which categories should be considered when analyzing the teaching practice of university professors, as well as the aspects that are addressed from the literature when studying the processes of teaching reflection; for this, it is necessary to start from the basis of how people reach knowledge, our thinking structures, the ways in which we learn, how we reflect on our teaching practices, and the models that we create and consolidate to develop our practices. From this context, a review has been made of the approaches of different authors who, since the beginning of the 20th century, have formulated different theories regarding the beliefs, personal epistemology and didactic thinking of teachers, as well as their philosophy, approaches, didactic models and reflection processes, which influence, in one way or another, the practices they develop at the classroom level and, therefore, the way they guide their students. From our experience and based on the literature reviewed, we have identified that, when analyzing the teaching practices of university professors, some categories of thought should be considered, some intrinsic and others extrinsic, among them the beliefs about the didactic task and the context in which the professor develops, as well as his experiences, as indicated by the lifelong learning approach; likewise, the stages that professors go through to develop a reflective practice should be taken into account, starting with unconscious actions to the redefinition and reasoning of the problems.

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Section: Methodsmentioning

confidence: 99%

Categories of study to consider when analyzing the teaching practice of university teachers

Martínez¹

2022

Rev. Innova Educ.

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“…Comprender cómo piensan los profesores sobre qué enseñar, cómo enseñar, por qué enseñar de esa manera, cómo evaluar y por qué evaluar así, es necesario en el análisis de las prácticas docentes, dado que esto incide en lo que conciben como eficacia; estas creencias y concepciones evolucionan conforme se progresa en la carrera profesional: los noveles absorben gradualmente el impacto inicial de las complejidades implicadas en la profesión docente; no obstante, para que suceda esta evolución, es necesario el uso de múltiples dominios de conocimiento para el desarrollo de las tareas complejas que demanda esta profesión (Barnes et al, 2020;Chrysostomou & Philippou, 2010).…”

Section: Aprendizaje Construidounclassified

“…MÉTODO Para el desarrollo de la presente revisión teórica se consultaron distintos autores, tanto clásicos como contemporáneos en relación a la temática objeto de estudio. En esa línea, se hace referencia a teorías e investigaciones sobre el pensamiento, la naturaleza del conocimiento, el aprendizaje y la reflexión, desarrolladas por Piaget (1919Piaget ( , 1950, John Dewey (1933Dewey ( , 1989 y otros autores clásicos (Boshier, 1978;Brookes et al, 1988;Cropley, 1980;Faris, 1992;Geis et al, 1986;Hofer & Pintrich, 1997;Kallen & Bengtsson, 1973;Lengrand, 1966Lengrand, , 1975Perry, 1968) así como por otros estudiosos más contemporáneos (Barnes et al, 2020;Brownlee & Berthelsen, 2006;Chihu et al, 2002;Chrysostomou & Philippou, 2010;Geis et al, 1986;Gorodokin, 2006;Medina, 2001;Montanares & Junod López, 2018;Pérez et al, 2009;Schommer-Aikins, 2004;Wisker et al, 2019).…”

Section: Introductionunclassified

Categorías de estudio a considerar al analizar la práctica docente de los profesores universitarios

Martínez

2022

Rev. Innova Educ.

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La mejora de la docencia demanda un constante análisis, reflexión y crítica de las propias prácticas desarrolladas por los profesores; en ese sentido, el objetivo de este artículo es identificar qué categorías deben considerarse al analizar la práctica docente del profesorado universitario, así como los aspectos que se abordan desde la literatura cuando se estudian los procesos de reflexión docente; para ello, es necesario partir de la base de cómo las personas alcanzamos el conocimiento, nuestras estructuras de pensamiento, las formas en que aprendemos, cómo reflexionamos respecto a nuestras prácticas docentes, y los modelos que vamos creando y consolidando para desarrollar nuestras prácticas. Desde este contexto, se ha realizado una revisión de los planteamientos de distintos autores que, desde comienzos del siglo XX, han formulado diferentes teorías respecto a las creencias, epistemología personal y pensamiento didáctico de los docentes, así como sobre su filosofía, enfoques, modelos didácticos y procesos de reflexión, que influyen, de una u otra manera, en las prácticas que desarrollan a nivel de aula y, por ende, en la manera en cómo orientan a sus estudiantes. A partir de nuestra experiencia y en función de la literatura revisada, hemos identificado que, al analizar las prácticas docentes del profesorado universitario, deben considerarse algunas categorías de pensamiento, unas intrínsecas y otras extrínsecas, entre ellas las creencias sobre el quehacer didáctico y el contexto en el que se desenvuelve el profesor, así como sus experiencias, como indica el enfoque del aprendizaje a lo largo de la vida; asimismo, deben tomarse en cuenta las etapas que atraviesan los profesores para desarrollar una práctica reflexiva, comenzando por acciones inconscientes hasta la redefinición y razonamiento de los problemas

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“…In that case, teachers occupy a peculiar place in that they both have their personal epistemological beliefs and are likely to affect their students' epistemological cognition (Fives et al, 2017;Buehl & Fives, 2016). According to Barnes et al (2020), for teachers to be effective in fostering students' knowledge construction process, they must be aware of the dimensions of that knowledge.…”

Section: Kırmızı and Irgatoğlumentioning

confidence: 99%

“…In this case, teachers have their own epistemological beliefs and may influence their student's epistemological perception (Fives et al, 2017;Buehl, 2008). Barnes et al (2020) stated teachers need to be aware of the aspects of this information to be successful in facilitating the process of creating knowledge for the students.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of the Relation between Pre-service EFL Teachers’ Epistemological Cognition and Teaching Approaches

Kırmızı¹,

Irgatoğlu²

2021

Celal Bayar Üniversitesi Sosyal Bilimler Dergisi

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This study was undertaken to investigate the relation between pre-service EFL teachers' epistemological beliefs and their approaches to teaching. The participants are 105 pre-service EFL teachers, selected based on a random sampling method. To measure pre-service EFL teachers' epistemological beliefs, The Epistemological Beliefs Survey, developed by Chan and Eliott ( 2004), was used. This survey conceptualizes epistemological beliefs under four dimensions; namely "innate/fixed ability, learning effort/process, authority/expert knowledge, and certainty knowledge." To measure, preservice EFL teachers' approaches to teaching, the Approaches to Teaching Inventory, developed by Trigwell, Prosser, and Ginns ( 2005), was utilized. This tool has three major subdimensions; "transmission-based, student-teacher interaction, and student focus." Descriptive and correlational statistical analyses were used. The results indicated that pre-service EFL teachers moderately agree with the sub-dimensions of epistemological beliefs and the most important sub-dimension that predict teaching approaches is the effort dimension of epistemological beliefs.

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Teachers’ epistemic cognition in situ: Evidence from classroom assessment

Cited by 20 publications

References 46 publications

Categories of study to consider when analyzing the teaching practice of university teachers

Categories of study to consider when analyzing the teaching practice of university teachers

Categorías de estudio a considerar al analizar la práctica docente de los profesores universitarios

An Investigation of the Relation between Pre-service EFL Teachers’ Epistemological Cognition and Teaching Approaches

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