AN EXPLORATION OF THE EPISTEMIC DIMENSION OF PRESERVICE TEACHERS' IDENTITY
作者： Raoul Adam
DOI:
关键词: Identity (social science) 、 Construct (philosophy) 、 Teacher education 、 Psychology 、 Mathematics education 、 Subject (philosophy) 、 Epistemology 、 Metaphor 、 Nature versus nurture 、 Structure (mathematical logic) 、 Interactivity
摘要: This paper identifies and illustrates binary epistemic dynamics influencing the construction of preservice teachers' pedagogical identity. An exploratory pilot study was used to explore change constancy in (n = 19) identity across five constructs (e.g., nature/nurture) structure an introductory subject a Graduate Diploma Education. The revealed instances dynamic interactivity between content participants' tendency polarise, depolarise, neutralise, relativise, correlate constructs. Some these problematise epistemological theories which propose linear development absolutist, multiplist, evaluativist ways knowing (Tabak & Weinstock, 2008). offers tentative support for incorporating pedagogies teacher education courses expanding dialogue over direction metaphor construct
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