Abstracts
Abstract
Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This article details research undertaken to investigate pre-service teachers’ ways of knowing as they progress through a Bachelor of Education program. Findings from semi-structured interviews are discussed in terms of supporting pre-service teacher intellectual development in teacher education programs so that a professional teacher identity is encouraged.
Keywords:
- epistemological beliefs,
- teacher education,
- pre service teacher identity,
- ways of knowing
Résumé
Les programmes d’éducation accordent de plus en plus d’importance au développement de valeurs solides pour soutenir le jugement professionnel dans la pratique des enseignants en formation initiale (préservice). La capacité d’intégrer de manière critique plusieurs perspectives est considérée comme une fondation attendue pour les décisions pédagogiques et les responsabilités professionnelles assumées par les enseignants préservice. Cet article détaille une recherche menée afin d’examiner les modes de connaissance des enseignants préservice au fur et à mesure de leur progression dans un programme de baccalauréat en éducation. Les résultats des entrevues semi-structurés sont discutés en matière de soutien au développement intellectuel des enseignants préservice dans les programmes de formation des enseignants, de manière à favoriser l’émergence d’une identité professionnelle enseignante.
Mots-clés :
- modes de connaissance,
- croyances épistémologiques,
- formation des enseignants,
- identité des enseignants en formation initiale
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