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Impact of Coursework and Field Experience on Pre-service and In-service Teachers' Implicit Theories of Development and Learning

Impact of Coursework and Field Experience on Pre-service and In-service Teachers' Implicit Theories of Development and Learning

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Published by mcsm1th
Paper presented at the annual meeting of the American Educational Research Association. San Diego, CA. April 2004.
Paper presented at the annual meeting of the American Educational Research Association. San Diego, CA. April 2004.

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Categories:Types, Research
Published by: mcsm1th on Oct 09, 2009
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10/09/2009

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Implicit Theories 1RUNNING HEAD: Implicit Theories
 Impact of Coursework and Field Experience on Pre-service and In-service Teachers’  Implicit Theories of Development and Learning 
 Nancy DeFrates-Densch Northern Illinois UniversityM Cecil Smith Northern Illinois UniversityThomas O. Schrader College of DuPageJúlio Ríque Northern Illinois UniversityApril 13, 2004San Diego, CAPaper Presented as Part of the “Theory in Action: Research on the Role of FieldExperiences in Educational Psychology” Symposium at the Annual Meeting of theAmerican Educational Research Association
 Draft. Do not reproduce without permissionContact Information:
 Nancy DeFrates-Densch Northern Illinois UniversityDepartment of Leadership, Educational Psychology and FoundationsDeKalb, IL 60115
 
Implicit Theories2 ndefrates@niu.edu
 
Implicit Theories3AbstractThis study examined the evolution of students’ implicit theories of development,learning, and motivation across a 16-week period during which they were enrolled invarious educational psychology courses. Particular attention was paid to the role of fieldexperiences, formal and informal, concurrent and non-concurrent in the development of students’ implicit theories. No evidence was found to support that participation in field experiences while takingeducational psychology coursework enhances change in students’ implicit theories.However, students’ implicit theories of development, learning, and motivation did exhibit positive change across the 16-week period on dimensions of authenticity, explanatory power, complexity, and alignment with formal theory. Student theories were relativelystable with regard to theoretical orientation.

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