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Personal Epistemologies and Pedagogical Play: Changing Practice in Teacher Education

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Play: A Theory of Learning and Change

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Abstract

Teaching in the twenty-first century requires the ability to live with complexity, ambiguity and uncertainty, to be able to hold open possibilities and not look for easy answers to complex issues. Future-oriented teachers will need to be knowledgeable, theoretically grounded, epistemologically aware and professionally reflexive. This chapter demonstrates the impact of playing with pedagogy and understanding how it is shaped by personal epistemologies and ontologies.

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Notes

  1. 1.

    Gilbe rt [1].

  2. 2.

    Gilbert [1].

  3. 3.

    Major [2].

  4. 4.

    Andreotti et al. [3].

  5. 5.

    Gilbert [1].

  6. 6.

    Hofer a nd P intrich [4].

  7. 7.

    Bondy et al. [5]; Brownlee [6]; Hill [7].

  8. 8.

    Magolda [8]; King and Kitchener [9]; West [10].

  9. 9.

    Bendixen and Rule [11]; Schommer [12].

  10. 10.

    King and Kitchener [9].

  11. 11.

    Belenky et al. [13].

  12. 12.

    Magold a [14].

  13. 13.

    Hofer and Pintrich [4].

  14. 14.

    Brownlee and Berthelsen [15], pp. 504–422.

  15. 15.

    Schraw and Olafson [16], pp. 25–44.

  16. 16.

    Hammer and Elby [17], pp. 169–190.

  17. 17.

    Kuhn and Weinstock [18], pp. 123–146.

  18. 18.

    Magolda [14].

  19. 19.

    Schommer [12].

  20. 20.

    Hofer and Pintrich [4].

  21. 21.

    Hofer [19].

  22. 22.

    Brownlee [6].

  23. 23.

    Brownlee [6].

  24. 24.

    Olafson et al. [20]; Schraw and Olafson [21].

  25. 25.

    Walker et al. [22].

  26. 26.

    Brownlee [6].

  27. 27.

    Sing Chai et al. [23].

  28. 28.

    Magolda [8].

  29. 29.

    Hofer [19].

  30. 30.

    Berger [24].

  31. 31.

    Berger [24].

  32. 32.

    Schraw and Olafson [16], pp. 25–44.

  33. 33.

    Sing Ch ai et al. [23]; Lim and Chai [25].

  34. 34.

    Ayrton [26] and Major [27].

  35. 35.

    Ministry of Education [28].

  36. 36.

    Ministry of Education [28], p. 8.

  37. 37.

    Ministry of Education [28], p. 138.

  38. 38.

    Ministry of Education [28], p. 134.

  39. 39.

    Gilb ert [29].

  40. 40.

    Andreotti and Major [30].

  41. 41.

    Andreotti and Major [30]; Andreotti and Mario de Souza [31].

  42. 42.

    Andreotti [32].

  43. 43.

    Andreotti [32].

  44. 44.

    Andreotti [32].

  45. 45.

    Kulthau et al. [33] and Ministry of Education [28].

  46. 46.

    Zeichner [34].

  47. 47.

    Sleeter et al. [35].

  48. 48.

    Major [2].

  49. 49.

    Kapoor [36].

  50. 50.

    Olivera An dreotti [37].

  51. 51.

    P i an tanida et al. [38].

  52. 52.

    Perry [39].

  53. 53.

    Magolda [8].

  54. 54.

    Belenky et al. [13] and Perry [39].

  55. 55.

    Ke gan [40], pp. 35–70.

  56. 56.

    Berg er [24].

  57. 57.

    Gilbert [29], p. 75.

  58. 58.

    Andreotti and Mario de Souza [31].

  59. 59.

    Gilb ert [29].

  60. 60.

    Winitzky et al. [41].

  61. 61.

    Novak and Al berto [42].

  62. 62.

    Novak and Gowin [43].

  63. 63.

    Abbiss and Quinlivan [44], p. 17.

  64. 64.

    Abbiss and Q uinlivan [44], p. 71.

  65. 65.

    Abbiss and Quinlivan [44].

  66. 66.

    Andreotti [32].

  67. 67.

    Andre o tt i et al. [45].

  68. 68.

    Abbiss and Qu inlivan [44], p. 72.

  69. 69.

    Gilbert [46].

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Authors and Affiliations

  1. School of Teacher Education, Charles Sturt University, Bathurst, NSW, Australia

    Jae Major & Alison Ayrton

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  1. Jae Major
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  2. Alison Ayrton
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Correspondence to Jae Major .

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  1. School of Teacher Education, Charles Sturt University, Bathurst, New South Wales, Australia

    Tara Brabazon

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Major, J., Ayrton, A. (2016). Personal Epistemologies and Pedagogical Play: Changing Practice in Teacher Education. In: Brabazon, T. (eds) Play: A Theory of Learning and Change. Springer, Cham. https://doi.org/10.1007/978-3-319-25549-1_13

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