Engaging the epistemic dimension of preservice teachers' identity: a pedagogical tool

Adam, Raoul J. (2011) Engaging the epistemic dimension of preservice teachers' identity: a pedagogical tool. In: Proceedings of 2011 ATEA Conference: policy, perspectives, partnerships, pp. 1-13. From: 2011 ATEA Conference: policy, perspectives, partnerships, 3-6 July 2011, Melbourne, VIC, Australia.

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Abstract

A teacher's personal epistemology (i.e., their way of knowing) exerts a powerful influence on their ability to perceive and engage the diversity and complexity of educational environments. This paper introduces and illustrates a pedagogical tool for engaging the epistemic dimension of preservice teachers' pedagogical identity. The Binary Differential Grid (BDG) facilitates the development of increasingly complex, contextualised, and evaluative epistemologies. A pilot study with 19 graduate level preservice teachers utilised the BDG to engage the epistemic dimension of five binary constructs related to teaching. The five binary constructs include, (1) teacher-centred and student-centred approaches to learning, (2) beliefs about natural and nurtured ability, (3) inclusive and exclusive approaches to diversity, (4) intrinsic and extrinsic approaches to motivation, and (5) permissive and authoritarian approaches to management. The study reveals the potential use of the BDG as a catalytic tool for epistemic development.

Item ID: 20881
Item Type: Conference Item (Refereed Research Paper - E1)
Keywords: epistemics, teacher identity, epistemological development, teacher education, Binary Differential Grid (BDG)
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Date Deposited: 02 Apr 2012 03:27
FoR Codes: 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology @ 40%
13 EDUCATION > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators @ 60%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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