Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change

被引:246
作者
Gregoire, M [1 ]
机构
[1] Univ Florida, Dept Educ Psychol, 1403 Norman Hall,POB 117047, Gainesville, FL 32611 USA
关键词
conceptual change; beliefs; mathematics reform; constructivist teaching;
D O I
10.1023/A:1023477131081
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
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.
引用
收藏
页码:147 / 179
页数:33
相关论文
共 103 条
[1]  
[Anonymous], AM ED RES ASS NEW OR
[2]  
[Anonymous], 1989, MATH TEACHING STATE
[3]  
[Anonymous], CONSTRUCTIVIST TEACH
[4]  
[Anonymous], NEW DIRECTIONS PHILO
[5]  
[Anonymous], MATH TEACHERS TRANSI
[6]  
[Anonymous], 1986, NEW DIRECTIONS PHILO
[7]  
[Anonymous], 1992, PHILOS SCI COGNITIVE
[8]  
[Anonymous], 1986, NEW DIRECTIONS PHILO
[9]  
[Anonymous], THESIS U FLORIDA GAI
[10]  
Ashton P.T., 1986, MAKING DIFFERENCE TE