Student teachers' views about the university's research contribution to professional knowledge development

被引：5

作者：

Peiser, Gillian ^{[1
]}

Pratt, Andrea ^{[1
]}

Putwain, David ^{[1
]}

机构：

[1] Liverpool John Moores Univ, Sch Educ, Liverpool, Merseyside, England

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 112卷

关键词：

Professional knowledge development; Theory-practice divide; Theory-practice dynamic; Personal epistemology; Epistemic emotions; EDUCATIONAL-RESEARCH; FIELD EXPERIENCES; BELIEFS; ENGAGEMENT; LEARN;

D O I：

10.1016/j.tate.2022.103647

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Against an international policy backdrop that increasingly favours practicum over theoretical learning in initial teacher education (ITE), this paper reports on a mixed-methods study which investigated student teachers' views about the university's research contribution to professional knowledge development. In particular, it explored whether students following university-led and school-based ITE courses in England held divergent views, the relative influence of contextual and person-specific factors, and the curriculum's capacity to promote research relevance. The findings revealed the strong influence of personal epistemologies and epistemic emotions, highlighting the importance of consideration to social and educational psychology in ITE curriculum development. (c) 2022 Elsevier Ltd. All rights reserved.

引用

页数：11

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