Student teachers’ perception of dilemmatic demands and the relation to epistemological beliefs

Frontline Learning Research

Volumn 2, Issue 3, 2014, Pages 46-63

  Wegner, Elisabeth ^a   Anders, Nora ^a   Nückles, Matthias ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Dilemmas in teaching; Epistemological beliefs; Reflection; Teacher decision making

Indexed keywords

EID: 85059813465     PISSN: None     EISSN: 22953159     Source Type: Journal    
DOI: 10.14786/flr.v2i3.83     Document Type: Article

References (45)

1. Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81. doi:10.1097/00001888-199301000-00012
2. Ball, D. L. (1993). With an eye on the mathematical horizon: dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373-397.
3. Barcelos, A. M. F. (2001). The interaction between students' beliefs and teachers' beliefs and dilemmas. In B. Johnston & S. Irujo (Eds.), Research and practice in language teacher education. Selected papers from the first international on language teacher education (pp. 69-86). Minneapolis: University of Minnesota.
4. Berlak, A., & Berlak, H. (1981). Dilemmas of schooling: Teaching and social change: London: Routledge.
5. Berry, A. (2007). Reconceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117-134. doi: 10.1080/17425960701656510
6. Bräu, K. (2008). Die Betreuung selbstständigen Lernens—vom Umgang mit Antinomien und Dilemmata. [Supporting self-regulated learning – of dealing with antinomies and dilemmas].In: Breidenstein, G. & Schütze F.: Paradoxien in der Reform der Schule. Ergebnisse qualitativer Sozialforschung. [Paradoxes of the school reform. Results of qualitative research.] (pp. 179-199) Wiesbaden: VS Verlag für Sozialwissenschaften.
7. Brodie, K. (2010). Pressing dilemmas: meaning-making and justification in mathematics teaching. Journal of Curriculum Studies, 42(1), 27-50. doi:10.1080/00220270903149873
8. Brookhart, S. M. (1994). Teachers' grading: practice and theory. Applied Measurement in Education, 7(4), 279-301. doi:10.1207/s15324818ame0704_2
9. Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general?. Contemporary Educational Psychology, 27(3), 415-449. doi: 10.1006/ceps.2001.1103
10. Calderhead, J. (1989). Reflective teaching and teacher education. Teaching and Teacher Education, 5(1), 43-51. doi: 10.1016/0742-051X(89)90018-8
11. Cuban, L. (1992). Managing dilemmas while building professional communities. Educational researcher, 21(1), 4-11. doi:10.3102/0013189X021001004
12. Dann, H.-D. (2008). Lehrerkognitionen und Handlungsentscheidungen. [Teachers' cognitions & decision making]. In: Schweer, M. K. W. (Ed.): Lehrer-Schüler-Interaktion. Inhaltsfelder, Forschungsperspektiven und methodische Zugänge [Teacher-student-interaktion. Content areas, perspectives for research and methodology] (pp. 177-207). Opladen: Leske und Budrich
13. Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
14. Fenstermacher, G. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of research in education, 20, 3-56.
15. Geddis, A. N., & Wood, E. (1997). Transforming subject matter and managing dilemmas: A case study in teacher education. Teaching and Teacher Education, 13(6), 611-626.doi: 10.1016/S0742-051X(97)80004-2
16. Hager, P., Gonczi, A., & Athanasou, J. (1994). General issues about assessment of competence. Assessment & Evaluation in Higher Education, 19(1), 3-16.doi: 10.1080/0260293940190101
17. Harrington, H. L. (1995). Fostering reasoned decisions: Case-based pedagogy and the professional development of teachers. Teaching and Teacher Education, 11(3), 203-214. doi: 10.1016/0742-051X(94)00027-4
18. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. doi: 10.1016/0742-051X(94)00012-U
19. Helsper, W. (2004). Antinomien, Widersprüche, Paradoxien: Lehrerarbeit – ein unmögliches Geschäft? [Antinomies, contradiction, paradoxes: Working as a teacher – an impossible Job?] In B. Koch-Priewe, Kolbe Fritz-Ulrich, & J. Wildt (Eds.), Grundlagenforschung und mikrodidaktische Reformansätze zur Lehrerbildung [Fundamental research and microdidactic reform ideas in teacher education] (pp. 49-98). Bad Heilbrunn/Obb.: Klinkhardt.
20. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of educational research, 67(1), 88-140. doi: 10.3102/00346543067001088
21. Hofer, B. K., & Sinatra, G. M. (2010). Epistemology, metacognition, and self-regulation: musings on an emerging field. Metacognition and Learning, 5(1), 113-120. doi: 10.1007/s11409-009-9051-7
22. King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass: San Francisco.
23. Kitchener, K. S. (1983). Cognition, Metacognition and Epistemic Cognition: A Three-Level Model of Cognitive Processing. Human Development, 26(4), 222–232. doi: 10.1159/000272885
24. Koedinger, K. R., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19(3), 239-264. doi: 10.1007/s10648-007-9049-0
25. Koedinger, K. R., Booth, J. L., & Klahr, D. (2013). Instructional Complexity and the Science to Constrain It. Science, 342(6161), 935-937. doi: 10.1126/science.1238056
26. Krettenauer, T. (2005). Die Erfassung des Entwicklungsniveaus epistemologischer Überzeugungen und das Problem der Übertragbarkeit von Interviewverfahren in standardisierte Fragebogenmethoden. [Measuring the developmental level of epistemological beliefs and the problem of transfering interview procedures to standardized questionnaire methods] Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 37(2), 69–79. doi: 10.1026/0049-8637.37.2.69
27. Kuhn, D. (1991). The skill of argument. Cambridge: Cambridge University Press.
28. Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309–328.doi: 10.1016/S0885-2014(00)00030-7
29. Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228-233. doi:10.1177/0022487100051003011
30. Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178-195.
31. Levin, B. B. (2002). Dilemma-based cases written by preservice elementary teacher candidates: An analysis of process and content. Teaching Education, 13(2), 203-218. doi: 10.1080/1047621022000007585
32. Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3-54.doi: 10.1007/s10648-006-9003-6
33. Nespor, J. (1987). The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19(4), 317–328. doi: 10.1080/0022027870190403
34. Osborne, M. D. (1997). Balancing individual and the group: A dilemma for the constructivist teacher. Journal of Curriculum Studies, 29(2), 183-196. doi:10.1080/002202797184125
35. Pearson, P., DeStefano, L., & Garcia, G. (1998). Ten dilemmas of performance assessment. In: Harrison, c. & Salinger, T. (Eds), Assessing reading: Theory and practice (pp. 21-49). London: Routledge.
36. Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies: Educational Psychologist. Educational Psychologist, 31(2), 115-121. doi: 10.1207/s15326985ep3102_3
37. Schoen, L. (2005). Learning to make sense of the dilemmas of teaching practice: An exploration of pre-service teachers. Online Submission Journal Citation: Ph.D. Dissertation. Boston: Boston College.
38. Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293–319. doi: 10.1007/BF02213418
39. Schön, D. (1983). The reflective practitioner: How professionals think in action: Basic books.
40. Schwab, J.J. (1964). The structure of disciplines: Meanings and significance. In: Ford, G.W. & Pugno, L. (Eds.). The structure of knowledge and the curriculum. Chicago: Rand McNally.
41. Schwab, R. L., & Iwanicki, E. F. (1982). Perceived role conflict, role ambiguity, and teacher burnout. Educational Administration Quarterly, 18(1), 60-74. doi:10.1177/0013161X82018001005
42. Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773–785. doi: 10.1016/j.learninstruc.2007.09.016
43. Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32(3), 348-366. doi:10.1016/j.cedpsych.2005.11.003
44. Wegner, E.& Nückles, M. (2011). Die Wirkung hochschuldidaktischer Weiterbildung auf den Umgang mit widersprüchlichen Handlungsanforderungen. [Impact of professional development on dealing with contradictory demands in teaching]. Zeitschrift für Hochschulentwicklung, 6 (3), 172-188.
45. Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175. doi: 10.3102/00346543072002131