Abstract
Preservice teachers (PTs) can develop a deeper understanding of their epistemological beliefs (EB) when enrolled in a curriculum that provides opportunities for reflection. Therefore, this study investigated the relationship between PTs' reflection practices and their EB during the first year of a Teacher Education Program in Physical Education in Basic and Secondary Education. Eleven PTs were intentionally chosen for this study. The data collection took place between 2021 and 2022 using three focus group moments, participant observation, and document analysis. Data analysis was carried out through the procedure presented by Charmaz (2006) based on theoretical and deep coding, where emerging themes were identified. The study has shown that individual and group reflection moments guided PTs in acknowledging their EB. Additionally, these reflective practices led PTs to understand learning as changeable, evolutionary, and achieved through interacting their ideas with others and contexts, suggesting a synergy between reflection and EB sophistication. Since EB assume a relevant position in PTs' techniques and teaching methods, exploring, and developing them can benefit learning environments. Understanding reflection as a tool to develop more sophisticated EB can contribute to teacher educators' knowledge, curricular reconfiguration, and teacher training policies.
Author Information
Margarida Barros, University of Porto, Portugal
Isabel Mesquita, University of Porto, Portugal
Paula Queirós, University of Porto, Portugal
Paper Information
Conference: PCE2023
Stream: Professional Training
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Barros M., Mesquita I., & Queirós P. (2023) We Have Unrealistic Beliefs Until We Deconstruct Our Thinking: The Relationship Between Reflection and Epistemological Beliefs in Teacher Education Programs ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings (pp. 745-754) https://doi.org/10.22492/issn.2758-0962.2023.63
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.63
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