Journal article
Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches?
Teaching and teacher education, Vol.116, p.103747
08/2022
DOI: 10.1016/j.tate.2022.103747
Abstract
Professional development has been marginally successful at encouraging the knowledge generation approaches promoted in international education policy. To explore whether increased attention to teachers' epistemic orientations might suggest necessary innovations to existing professional development routines, an explanatory sequential mixed-methods analysis was conducted inside a three-year professional development program for in-service elementary science teachers in two U.S. states. Findings suggest that teachers' epistemic orientations influenced their willingness to engage with knowledge generation approaches, challenge teacher educators’ claims, and implement knowledge generation approaches in their classrooms, indicating an interrelated relationship between these factors. Implications for professional development design and recruitment are discussed.
•Epistemic orientation influences teachers’ willingness to consider utilizing knowledge generation approaches.•Following professional development, teachers’ epistemic orientations and their teaching practices showed alignment.•Teachers oriented toward knowledge replication did not often create generative learning environments.•Teachers oriented toward knowledge generation often created generative learning environments.•An interrelated relationship exists between epistemic orientation, professional development, and classroom practice.
Details
- Title: Subtitle
- Is epistemic orientation the chicken or the egg in professional development for knowledge generation approaches?
- Creators
- Catherine Lammert - Texas Tech UniversityJee Kyung Suh - University of AlabamaBrian Hand - University of IowaGavin Fulmer - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.116, p.103747
- Publisher
- Elsevier
- DOI
- 10.1016/j.tate.2022.103747
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Grant note
- DOI: 10.13039/100000001, name: National Science Foundation, award: 1812576
- Language
- English
- Date published
- 08/2022
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371099602771
Metrics
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