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Session Type: Symposium
The core goal of teaching is to support student learning and develop competency, requiring both professional knowledge and teachers' beliefs, values, motivations, and self-regulatory skills (Baumert & Kunter, 2006). Beliefs, distinct from knowledge, are subjective, sometimes contradictory, and can influence perceptions and actions (Fives & Buehl, 2012). This symposium focuses on epistemic beliefs (EB), or beliefs about knowledge and knowing, which shape professional behavior and vary by discipline (Muis et al., 2016; Hofer, 2006). Researchers from Austria, Germany, and the UK will present findings on how EB shape teaching in cultural education, medical education, and out-of-field teaching. Clark Chinn will conclude with a critical discussion of the implications for teacher education and professionalization.
Evelyn Goffin, University of Antwerp
Jana Groß Ophoff, University College of Teacher Education Vorarlberg
Cultural Education: epistemological beliefs of teachers. - Caroline Rau, University of Bamberg
Medical Education Disciplines in Comparison (MEDiC) Project: How health professionals navigate the epistemic ‘boundaries’ of educational research. - Liam Guilfoyle, University of Oxford; Danica Sims, University of Oxford; Jenny Wynn, University of Oxford
Naïve or sophisticated? Assessing teachers’ epistemic beliefs in relation to in- and out-of-field teaching - Marcel Mayr, University of Linz; Johannes Kepler, University of Linz; Jana Groß Ophoff, University College of Teacher Education Vorarlberg