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A developmental constructivist approach to pre-service teachers' ways of knowing
ARTICLE

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TATE Volume 12, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The purpose of this study is to apply the Women's Ways of Knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986; New York: Basic Books) conceptualization to the thinking exhibited in interviews of preservice teachers. Thirty two students (24 female, 8 male; aged 20–53 years) near the end of their teacher education program at an urban university were interviewed and their thinking was classified as predominantly received, subjective, procedural, constructed, or a mixture of two categories. More than half the students demonstrated significant amounts of procedural or constructed thinking. Examples of how students used different kinds of thinking in their teacher education program are provided and implications for teacher educators are suggested. The implications for teacher education of the Women's Ways of Knowing approach is also discussed.

Citation

Sutton, R.E., Cafarelli, A., Lund, R., Schurdell, D. & Bichsel, S. A developmental constructivist approach to pre-service teachers' ways of knowing. Teaching and Teacher Education: An International Journal of Research and Studies, 12(4), 413-427. Elsevier Ltd. Retrieved November 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0742-051X(95)00050-T