Imagining Teacher Training Differently
In taking a closer look at the origins and attributes of beliefs, this qualitative action-based study examines the effect that an individuals’ educational belief system has on their practice, and probes for creative ways of addressing these beliefs to further professional growth as teachers. Findings suggest that in heightening students’ consciousness of their belief systems during the teacher training process, they are more likely to discern and reshape or refine their educational belief systems so as to inform their pedagogical discourse and classroom practice. The central challenge of this study was to find ways to create states of cognitive dissonance that would make change possible, when educational theories or practice ran counter to an individual’s deeply rooted belief system.
In the course of the presentation I plan to share some of the tools that I developed while working with my students on their belief systems.
Keywords: Educational Belief Systems, Teacher Training, Consciousness, Guided Imagery, Cognitive Dissonance
Dr. Tamar Ascher Shai
Lecturer and Fieldwork Supervisor, Early Childhood Education, David Yellin Teacher's College