Citation

Preservice Teachers’ Beliefs: An Examination of How Educational Experiences Shape Beliefs about Teaching and Learning

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Abstract:

Undergraduate teacher preparation programs have had an increase in non-traditional preservice teacher (PST) enrollment which has resulted in a unique and diverse classroom environment of various ages, expericences, and beliefs about teaching and learning that needs to be accounted for as faculty teach course content, methods, and theories (Andres & Carpenter, 1997; Cochran-Smith & Zeichner, 2010; Dill & Henely, 1998; Ely, 1999 Henke, et. al., 1997; Justice & Dornan, 2001). However, the current literature on beliefs and experiences is lacking in terms of college entry status (CES) and how statuses can impact PSTs’ beliefs and teacher preparation programs (Beijaard, Verloop, & Vermunt, 2000; Collins, Selinger, & Pratt, 2003; Erkmen, 2012; Feiman-Nemser, 2001; Löfström & Poom-Valickis, 2013; Ng et al., 2010; Tabachnick & Zeichner, 1984). Therefore, this narrative inquiry study examined differing CES of elementary PSTs and how their status and experience have impacted their beliefs about teaching and learning.

Author's Keywords:

Preservice Teachers, Beliefs, Teaching and Learning
Convention
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Association:
Name: The 13th International Congress of Qualitative Inquiry
URL:
http://www.icqi.org


Citation:
URL: http://citation.allacademic.com/meta/p1241696_index.html
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MLA Citation:

Gilewski, Casey. "Preservice Teachers’ Beliefs: An Examination of How Educational Experiences Shape Beliefs about Teaching and Learning" Paper presented at the annual meeting of the The 13th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 17, 2017 <Not Available>. 2018-01-09 <http://citation.allacademic.com/meta/p1241696_index.html>

APA Citation:

Gilewski, C. D. , 2017-05-17 "Preservice Teachers’ Beliefs: An Examination of How Educational Experiences Shape Beliefs about Teaching and Learning" Paper presented at the annual meeting of the The 13th International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois <Not Available>. 2018-01-09 from http://citation.allacademic.com/meta/p1241696_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Undergraduate teacher preparation programs have had an increase in non-traditional preservice teacher (PST) enrollment which has resulted in a unique and diverse classroom environment of various ages, expericences, and beliefs about teaching and learning that needs to be accounted for as faculty teach course content, methods, and theories (Andres & Carpenter, 1997; Cochran-Smith & Zeichner, 2010; Dill & Henely, 1998; Ely, 1999 Henke, et. al., 1997; Justice & Dornan, 2001). However, the current literature on beliefs and experiences is lacking in terms of college entry status (CES) and how statuses can impact PSTs’ beliefs and teacher preparation programs (Beijaard, Verloop, & Vermunt, 2000; Collins, Selinger, & Pratt, 2003; Erkmen, 2012; Feiman-Nemser, 2001; Löfström & Poom-Valickis, 2013; Ng et al., 2010; Tabachnick & Zeichner, 1984). Therefore, this narrative inquiry study examined differing CES of elementary PSTs and how their status and experience have impacted their beliefs about teaching and learning.


 
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