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

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

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, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3427-3432). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2018 from .

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