The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study

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buir.contributor.authorAtlı, Hilal Handan
buir.contributor.authorO’Dwyer, John
buir.contributor.orcidAtlı, Hilal Handan|0000-0001-8362-0800
buir.contributor.orcidO’Dwyer, John|0000-0002-2299-7978
dc.citation.epage19en_US
dc.citation.spage1en_US
dc.contributor.authorAtlı, Hilal Handan
dc.contributor.authorO’Dwyer, John
dc.date.accessioned2022-03-03T13:15:44Z
dc.date.available2022-03-03T13:15:44Z
dc.date.issued2021-04-22
dc.departmentGraduate School of Educationen_US
dc.description.abstractFormal in-service professional development programmes may help novice teachers or those new to a school adapt to targeted teaching approaches in their new workplace. However, the extent to which their practice changes in response to in-service learning may depend on prior beliefs. This longitudinal case study explored in-depth the personal epistemological beliefs of four pre-sessional English language teachers, international and national, in an English-medium university context in Turkey during a year-long, formal in-service teacher education course, and for 6 months after the course. It investigated changes in classroom practice and beliefs about knowledge and knowing, teaching and learning, and professional learning as a result of in-service learning. Interviews, classroom observations and reflective journals underpinned a hermeneutic analysis which compared informants’ beliefs and classroom practice over time using an existing theoretical model. Underlying patterns of change in epistemological beliefs show belief type, depth, and sophistication, as well as context, as major factors in the uptake and sustainability of targeted teaching approaches in this context. In-service educators’ knowledge of a teacher’s epistemological beliefs profile can lead to more effective and sustainable uptake in formal in-service professional learning through differentiated, practice-based interventions.en_US
dc.description.provenanceSubmitted by Dilan Ayverdi (dilan.ayverdi@bilkent.edu.tr) on 2022-03-03T13:15:44Z No. of bitstreams: 1 The_contribution_of_personal_epistemological_beliefs_to_uptake_in_in-service_professional_development_a_case-study.pdf: 923124 bytes, checksum: 660bd140d81cb47fc1b8b0ff9646b879 (MD5)en
dc.description.provenanceMade available in DSpace on 2022-03-03T13:15:44Z (GMT). No. of bitstreams: 1 The_contribution_of_personal_epistemological_beliefs_to_uptake_in_in-service_professional_development_a_case-study.pdf: 923124 bytes, checksum: 660bd140d81cb47fc1b8b0ff9646b879 (MD5) Previous issue date: 2021-04-22en
dc.identifier.doi10.1080/19415257.2021.1939102en_US
dc.identifier.eissn1941-5265
dc.identifier.issn1941-5257
dc.identifier.urihttp://hdl.handle.net/11693/77678
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttps://doi.org/10.1080/19415257.2021.1939102en_US
dc.source.titleProfessional Development in Educationen_US
dc.subjectIn-serviceen_US
dc.subjectProfessional developmenten_US
dc.subjectEpistemological beliefsen_US
dc.subjectTeacher changeen_US
dc.subjectProfessional learningen_US
dc.subjectTeacher uptakeen_US
dc.titleThe contribution of personal epistemological beliefs to uptake in in-service professional development: a case-studyen_US
dc.typeArticleen_US

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