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Do beliefs really change ?

Do beliefs really change ?. Viviana Gómez Nocetti ,. Teacher Education Program Sede Villarrica. Changing teacher students epistemological , and on learning and teaching ’ beliefs.

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Do beliefs really change ?

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  1. Do beliefsreallychange? Viviana Gómez Nocetti, TeacherEducationProgram Sede Villarrica

  2. Changingteacherstudentsepistemological, and onlearning and teaching’ beliefs Teachereducationprogramshavescarseworriedabouttheirstudentsbeliefs(Pajares, 1992; Joram& Gabriele, 1997; Wideen, Mayer-Smith & Moon, 1998). and underestimatethestronginfluence of learningforobservationtheybringfromtheirownschooling(Darling-Hammond, 2006; Hoban, 2003). whichdo notchangesignificantly in spite of their formal education(Pajares, 1992; Joram & Gabriele, 1997). Howeverthesebeliefsimpresstheirownlearning and futureteaching(Tanase, M., & Wang, J. (2010).

  3. Whatwe do? • Wework in a team: 3 teachereducators of theLearningcourse, firstyear of teachereducationprogram. • We introduce importantchanges in ourteaching, encouragingstudentsto: • Relate theory and practice (classroomobservation, and thenanalysisusingthecourse’ topics). • Workclasstoclass. • Use thecontenttoanalyze cases studies. • Open theirmindstoengage in new activities and groupings. • Takeconsciousabouttheirchanges and understandins. • Changetheirvision of the role and types of evaluation. • Reviewtheirsuppositionsaboutteaching and learning.

  4. EpistemologicalBeliefs Individual beliefsabouttheknowledge and knowing (Schommer, 1994, 2004)

  5. Ourproblem • . Diferentcohortshadshowedchanges in theirepistemologicalbeliefs. But, aftertheyfinishourcourse, theycontinuechanging, stopedor de-evolvetheirbeliefs? Then, we decide to do a follow-up studywiththefirstcohortswhoparticipated in ourlearningcourse.

  6. ResearchquestionHowteacherstudentsevolveaftertheychangetheirbeliefs?ResearchquestionHowteacherstudentsevolveaftertheychangetheirbeliefs? Sample: Allfemale.

  7. Instruments • Questionnaires • 2007 cohort: • SchommerEpistemologicalQuestionnaire(SEQ), 5-point Likert scale (63 statementsaboutcertainty, structure, and source of knowledge, speed and control of learning). • 2008 cohort: • AdaptedEpistemologicalBeliefsQuestionnaire. 5-point Likert scale (27 statements). • II. Semi-sturctured interviews • Exploringconceptionsaboutconflictivetopics.

  8. Results F F F F F F F

  9. Interview revelations • Exploringcertaintyof knowledge,Howwouldyouteachthetopic “thePacificWar” ifyouhave in yourclassroom50% of peruvian, and 50% of chileanstudents? • Thosewhoviewknowledge as absolute, and immutable, try totell "whatreallyhappened” (one of cohort 2007, and one of 2008). • Theotherthreewishtoreflect and developtolerance and dialogue withtheirkids (one of cohort 2007, and two of 2008). • Example of naiveconception: • … “I don’tknow. Probablytellthemthe true History… I don’tknowiftheperuvianhaveHistorybooks… • … “I don’tknow. Probably I wouldaskforthemtoinvestigatesomewarstrategies and thenrepresentit, and finally vote forthebetterone” • Why? … because I hope theyunderstandwhatthosewhowinthewar are thosewho use thebetterstrategy…

  10. Epilogue • In thenextyear, shereceivesthe “honor recognition” forherverygoodachievement in front of allstudents and teachereducators of ourSchool… Questions: 1. How can weassessourstudents’ beliefsefficiently? 2. Are questionnairesenough sensible forshowingtheirchange? 3. How interviews are challenge as teachereducators?

  11. Thanksyou!!

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