Changes in preservice teachers' personal epistemologies

Book chapter

Brownlee, Jo Lunn, Schraw, Gregory, Walker, Sue and Ryan, Mary. (2016). Changes in preservice teachers' personal epistemologies. In In Greene, Jeffrey A., Sandoval, William A. and Bråten, Ivar (Ed.). Handbook of epistemic cognition pp. 300-317 Routledge. https://doi.org/10.4324/9781315795225-23

Publication dates
Authors	Brownlee, Jo Lunn, Schraw, Gregory, Walker, Sue and Ryan, Mary
Editors	Greene, Jeffrey A., Sandoval, William A. and Bråten, Ivar
Abstract	[Extract] While much has been written about the relationship between personal epistemologies and learning-teaching approaches, outcomes, and intentions, little has focused specifically on these relationships in the context of teacher education. This chapter addresses changes in preservice teachers’ personal epistemologies by overviewing this emerging body of research and arguing for a new approach to conceptualizing and supporting changes in personal epistemologies based on reflexivity. The overview includes definitions of key concepts and research traditions that have been used since the 1970s and a discussion of the emerging role of epistemic justification as a key mechanism of change in the process of belief development.
Page range	300-317
Year	2016
Book title	Handbook of epistemic cognition
Publisher	Routledge
Place of publication	New York, NY
	London, United Kingdom
Series	Educational psychology handbook series
ISBN	9781138013407
	9781138013421
	9781315795225
Digital Object Identifier (DOI)	https://doi.org/10.4324/9781315795225-23
Research or scholarly	Research
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	10 Feb 2016
Print	2016
Publication process dates
Deposited	30 Jun 2022

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