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Unpacking teachers’ orientations toward a knowledge generation approach: Do we need to go beyond epistemology?
Journal article   Peer reviewed

Unpacking teachers’ orientations toward a knowledge generation approach: Do we need to go beyond epistemology?

Ercin Sahin, Jee Kyung Suh, Brian Hand and Gavin Fulmer
Teaching and teacher education, Vol.132, 104264
10/2023
DOI: 10.1016/j.tate.2023.104264
url
https://doi.org/10.1016/j.tate.2023.104264View
Published (Version of record) Open Access

Abstract

This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation. This investigation takes the form of a multiple-case study of twelve K-5 teachers. Data were collected through semi-structured interviews and classroom observations. The findings suggest that achieving changes toward generative learning in teachers is not just about altering their epistemological orientations and procedural pedagogical practices, but also involves a shift towards ontological and axiological perspectives. •A professional development framed around knowledge generation can help teachers shift toward generative learning.•Improving teacher change is more than a shift in epistemological orientation.•Teacher change is rather centered on orientation toward ontological and axiological perspectives.•Some ontological and axiological orientations may take more time to change.•Following professional development, teachers’ orientations and classroom implementations showed alignment.
 Epistemology Professional Development Axiology Generative learning Ontology Teacher change

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