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Teachers and Teaching
theory and practice
Volume 18, 2012 - Issue 2
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Research Articles

Early years teachers’ epistemic beliefs and beliefs about children’s moral learning

S. Walker Faculty of Education, Centre for Learning Innovation, Queensland University of Technology, Brisbane, AustraliaCorrespondence[email protected]
,
J. Brownlee Faculty of Education, Centre for Learning Innovation, Queensland University of Technology, Brisbane, Australia
,
C. Whiteford Faculty of Education, Centre for Learning Innovation, Queensland University of Technology, Brisbane, Australia
,
C. Cobb-Moore Faculty of Education, Centre for Learning Innovation, Queensland University of Technology, Brisbane, Australia
,
E. Johansson Department of Early Childhood Education, Faculty of Arts and Education, University of Stavanger, Stavanger, Norway
,
J. Ailwood Faculty of Education and Arts, School of Education, University of Newcastle, Newcastle, Australia
&
G. Boulton-Lewis Faculty of BEE, School of Design, Queensland University of Technology, Brisbane, Australia
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Pages 263-275 | Published online: 12 Dec 2011

Citations (12)

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Read on this site (6)

Muzakkir, Zaharah Hussin & Rafiza Abdul Razak. (2022) Teachers’ beliefs towards character education curriculum in primary school: a systematic literature review. Education 3-13 0:0, pages 1-15.
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Hilal Handan Atlı & John O’Dwyer. (2021) The contribution of personal epistemological beliefs to uptake in in-service professional development: a case-study. Professional Development in Education 0:0, pages 1-19.
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Gila Russo Zimet & Itzhak Gilat. (2017) Impact of Culture Context on Perceptions of Arab and Jewish Early Childhood Education Students Regarding Early Childhood Education and Care. Journal of Research in Childhood Education 31:2, pages 281-294.
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Raimundo Castaño, Raquel Poy, Raluca Tomşa, Noelia Flores & Cristina Jenaro. (2015) Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables. Teachers and Teaching 21:7, pages 894-907.
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Jo Lunn Brownlee, Eva Johansson, Charlotte Cobb-Moore, Gillian Boulton-Lewis, Sue Walker & Joanne Ailwood. (2015) Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities. Education 3-13 43:2, pages 164-183.
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Joanne Brownlee, Elizabeth Curtis, Sarah Davey Chesters, Charlotte Cobb-Moore, Rebecca Spooner-Lane, Chrystal Whiteford & Gordon Tait. (2014) Pre-service teachers’ epistemic perspectives about philosophy in the classroom: it is not a bunch of ‘hippie stuff’. Teachers and Teaching 20:2, pages 170-188.
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Articles from other publishers (6)

Alan C. K. Cheung, Chrysa Keung & Winnie Tam. (2021) Understanding Hong Kong Pre-primary School Teachers’ Curriculum Beliefs: A Modified Version of the Curriculum Orientation Inventory. Early Childhood Education Journal 50:6, pages 959-968.
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Emin Tamer YENEN & Perihan ULUCAN. (2021) Values Education Practices in Preschool: The Case of Turkey and the United States. Participatory Educational Research 8:4, pages 385-408.
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Hasan TABAK & Berat AHİ. (2020) Eğitim Sisteminden Ahlaki Değerlerin Kazandırılması Yönünde Epistemik İnanç ve BeklentilerEpistemic Beliefs and Expectations for Gaining Moral Values from the Education System. Kastamonu Eğitim Dergisi 28:2, pages 1054-1066.
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Joanne Lunn Brownlee, Laura Scholes, Sue Walker & Eva Johansson. (2016) Critical values education in the early years: Alignment of teachers’ personal epistemologies and practices for active citizenship. Teaching and Teacher Education 59, pages 261-273.
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김순환 & 고진아. (2015) A Study on Beliefs on Character Education between Kindergarten and Elementary School Teachers. The Journal of Korean Teacher Education 32:1, pages 119-146.
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Gillian Boulton-Lewis, Joanne Brownlee, Sue Walker, Charlotte Cobb-Moore & Eva Johansson. (2011) Moral and Social Development: Teachers' Knowledge of Children's Learning and Teaching Strategies in the Early Years. Australasian Journal of Early Childhood 36:4, pages 6-14.
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