Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work
Abstract
This study explores the relationship between the personal history-based beliefs preservice teachers brought to their study of teaching and the principles of reading, writing, and discussing to learn that one professor advocated. This analysis represents an effort to look closely at how preservice teachers use the knowledge they bring with them from their lives as students to make decisions while engaged in course work about the value of ideas they hear there. This study documents (a) the lay theories and beliefs that participants had developed out of their personal history-based experiences, (b) the decisions that participants made about the potential value of the principles of good instruction encountered as part of their course work, and (c) the relationship between their personal history-based beliefs and those decisions as explained by each preservice teacher.
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Preservice teachers are skeptical about the efficacy of teaching and learning strategies offered by content literacy research, and inservice teachers rarely enact such strategies in their subject area classrooms.
“A significant body of research over the last 20 years has demonstrated that preservice teachers are skeptical about the efficacy of teaching and learning strategies offered by content literacy research, and inservice teachers rarely enact such strategies in their subject area classrooms (Alvermann & Moore, 1991;Holt-Reynolds, 1992;O'Brien & Stewart, 1990;Ratekin, Simpson, Alvermann, & Dishner, 198”
From Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (2008) · cites this paper as Holt-Reynolds, 1992
Cited by
Sorted by citations
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change
Moje, E. B. (2008) · Journal of Adolescent & Adult Literacy · doi:10.1598/jaal.52.2.1 · Cited by 785 · see citing works
Modeling Teacher Beliefs and Practices in Context: A Multimethods Approach
NISHINO, T. (2012) · The Modern Language Journal · doi:10.1111/j.1540-4781.2012.01364.x · Cited by 131 · see citing works
Pellikka, A., Lutovac, S., & Kaasila, R. (2018) · Nordic Studies in Science Education · doi:10.5617/nordina.4368 · Cited by 9 · see citing works
- Authors
- Holt-Reynolds, D.
- Affiliations
- Michigan State University (US)
- Corresponding author
- Holt-Reynolds, Diane
- Venue
- American Educational Research Journal
- Published
- 1992-06
- Volume
- 29
- Issue
- 2
- Pages
- 325-349
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2167424994
- Cited by
- 488
- References
- 0
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 4 · 2023: 9 · 2022: 11 · 2021: 14 · 2020: 26 · 2019: 21 · 2018: 20 · 2017: 21 · 2016: 22 · 2015: 16 · 2014: 23 · 2013: 18 · 2012: 25
- FWCI
- 41.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- pre-service teachers, prior knowledge, lay theories, teacher education coursework, decision-making
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