Productive faculty resources activated by curricular materials: An example of epistemological beliefs in University Modeling Instruction

According to International and European Law, teachers are encouraged to analyse, challenge and to help to eliminate sexist stereotypes and distortions in curricular materials. We aimed to characterize and compare the efficacy of implementation of the gender equality-based approach in the Spanish educational system, through a content analysis of the illustrations in music education (ME) textbooks following a coding scheme constructed by the research team according to guidelines from previous studies about the depiction of women and girls in ME textbooks during two periods of Spanish democracy: before (1992–2005); and after (2006–2015). Our major findings were: (a) female characters were under-represented in both time periods studied; (b); the stereotype of women as amateur but not professional musicians is not perpetuated in the current primary ME textbooks; (c) both children and adults independently of gender were portrayed interacting with others; (d) despite the fact that women teachers are actively participating in schools, ME textbooks do not faithfully reflect that reality; and (e) the virtual absence of females and males with disabilities suggests that this aspect of inclusion is still pending. Notwithstanding, ME textbooks printed after 2006 tended to challenge some traditional stereotypes pertaining to how females and males think, play and act within the musical world.

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Epistemological beliefs of third-grade students in an investigation-rich classroom

Science Education ◽

10.1002/sce.20457 ◽

2011 ◽

Vol 95 (6) ◽

pp. 1026-1048 ◽

Cited By ~ 11

Author(s):

Julie M. Kittleson

Keyword(s):

Epistemological Beliefs ◽

Third Grade ◽

Third Grade Students

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INVESTIGATION OF TURKISH TRAINEE TEACHERS' EPISTEMOLOGICAL BELIEFS

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2008.36.5.709 ◽

2008 ◽

Vol 36 (5) ◽

pp. 709-720 ◽

Cited By ~ 8

Author(s):

Aytunga Oğuz

Keyword(s):

Epistemological Beliefs ◽

Female Students ◽

University Education ◽

Study Group ◽

Turkish Version ◽

Education Faculty ◽

Trainee Teachers ◽

Teachers Beliefs

The aim of this study was to determine Turkish trainee teachers' epistemological beliefs and to examine them with respect to some variables. The study group was composed of 331 Turkish trainee teachers studying at Dumupınar University Education Faculty. Data were collected using the Turkish version of the Epistemological Beliefs Questionnaire (Deryakulu & Büyüköztürk, 2002, 2005; Schommer, 1990). It was found that trainee teachers' beliefs that learning depends on effort rather than ability were sophisticated compared to their other beliefs; while the belief that there is only one unchanging truth was naïve compared to their other beliefs. Turkish trainee teachers' epistemological beliefs differed significantly in terms of gender. That is, female students believed more than did males that learning depends on effort rather than ability.

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