Student teachers' beliefs about sources of knowledge predict their learning approaches and motivation in teacher education¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Beliefs that knowledge stems from external authorities were positively related to surface learning approaches and negatively related to deeper approaches, while beliefs that learning entails effort related positively to deep and achieving approaches. → Jo Lunn Brownlee 2017

Evidence¶

Jo Lunn Brownlee 2017¶

Jo Lunn Brownlee, Leila E. Ferguson & Mary Ryan (2017). Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity. Educational Psychologist, 52(4), 242–252. https://doi.org/10.1080/00461520.2017.1333430

q2 · i? · review · r2

Narrative review evidence: the article reports, citing Chan (2003) via Yadav et al. (2011), that "beliefs about knowledge stemming from external authorities were positively related to surface learning approaches". It also reports Bråten and Ferguson's (2015) finding that trust in teacher educators and textbooks predicted motivation to learn from formal courses, while trust in other teachers and students predicted motivation for the practical part.

"Although beliefs about knowledge stemming from external authorities were positively related to surface learning approaches and negatively related to deeper learning approaches, the belief that learning entails effort and understanding was positively related to "deep and achieving approaches" to learning"

Discussion¶

Learner Variables¶

• Epistemic Beliefs — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning — related
• Students who perceive assessment demands as assessing deep, higher-level cognitive processing employ deep approaches, while those perceiving rote-recall demands employ surface approaches — related