Advances in Psychology Research volume 80 by Alexandra Columbus

By Alexandra Columbus

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Memory aside, much of the teacher development literature has often treated the two options of the initial aforementioned question as mutually exclusive, often stressing the latter, namely, that believing is seeing. Although it is not surprising that research emphasis has been placed on the dominant status of beliefs, given the claims that have been made with respect to beliefs, it is important to note that these claims are also characteristic of schema development, which is to be expected since the latter envelops the former.

In the present research, the cognitive behavior exhibited by participants with respect to the fieldwork experience, namely, remembering and citing evidence from their classroom observations to justify and not question or modify their initial teaching and role schemas, is best explained/understood under the umbrella of memory and schema ecology, the latter of which includes schema origins, organization, and development. As earlier discussed, schemas are the building blocks of memory experiences, organized in person specific and context specific ways.

2003). The unforgiving complexity of teaching: avoiding simplicity in the age of accountability. Journal of Teacher Education, 54(1), 3-5. , Fiske, S. , and Taylor, S. E. (1984). Schematic bases of belief change. In J. R. ) Attitudinal judgment (pp. 197-226). New York: Springer-Verlag. Daniels, D. H. and Shumow, L. (2003). Child development and classroom teaching: a review of the literature and implications for educating teachers. Journal of Applied Developmental Psychology, 23 (5), 495-526. Doyle, M.

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