Journal ArticleDOI
Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change
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TLDR
In this paper, a Cognitive-Affective Model of Conceptual Change (CAMC) is proposed to explain why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' belief and supporting them in the process of implementation.Abstract:
What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation.read more
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Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us?
TL;DR: For instance, the lack of cohesion and clear defi fitions has limited the explanatory and predictive potential of teachers' beliefs as discussed by the authors, which is a limitation of the existing empirical research on teachers' belief.
Journal ArticleDOI
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
TL;DR: This paper explored different perceptions of pre-service and beginning teachers' professional identity in relation to their decisions to leave the profession and discussed the implications for improvement of teacher education and retention of beginning teachers.
Journal ArticleDOI
Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy
TL;DR: The authors found that the professional development format that supported mastery experiences through follow-up coaching had the strongest effect on self-efficacy beliefs for reading instruction as well as for implementation of the new strategy.
Journal ArticleDOI
Exploring Literacy Teachers' Self-Efficacy Beliefs: Potential Sources at Play.
TL;DR: This paper explored the antecedents of self-efficacy beliefs for literacy instruction and the relationship of these beliefs to selfefficacy for teaching in general, and found that moderate correlations between TSELI and the more general TSES suggest that while there is some overlap, they are not the same thing.
Journal ArticleDOI
The "Warming Trend" in Conceptual Change Research: The Legacy of Paul R. Pintrich
TL;DR: The authors explores the legacy of Paul Pintrich in regard to theory and research in conceptual change, and describes two models inspired by his 1993 article, Beyond Cold Conceptual Change (Pintrich, Marx, & Boyle, 1993): Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model and the Cognitive-Affective Model of conceptual change (Gregoire, 2003), as well as our own personal view of intentional conceptual change.
References
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Book
Self-Efficacy: The Exercise of Control
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Book
Stress, appraisal, and coping
Richard S. Lazarus,Susan Folkman +1 more
TL;DR: In this paper, the authors present a detailed theory of psychological stress, building on the concepts of cognitive appraisal and coping, which have become major themes of theory and investigation in psychology.
Book
A Theory of Cognitive Dissonance
TL;DR: Cognitive dissonance theory links actions and attitudes as discussed by the authors, which holds that dissonance is experienced whenever one cognition that a person holds follows from the opposite of at least one other cognition that the person holds.
Book
Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.