Training and professional expertise: Bridging the gap between new information and pre-existing beliefs of teachers |
| |
| Institution: | 1. Institute of Bioengineering, Ecole Polytechnique Fédérale de Lausanne, Lausanne, Switzerland;2. Department of Physiology and Biophysics, Federal University of Minas Gerais, Belo Horizonte, Brazil |
| |
| Abstract: | This article puts forward the “congruence” hypothesis which states that the effectiveness of training is dependent upon the correspondence between trainee's pre-existing cognitions (especially beliefs) and the knowledge that training is intended to convey. The hypothesis implies that a diagnosis of teacher knowledge should be a component of training programs. Two cognitive-oriented models of training (a concept-based model and an experience-based model) that differ in the degree to which they diagnose teachers' pre-existing cognitions are tested with respect to their impact on knowledge acquisition. The results supported the congruence hypothesis. Teachers' beliefs were found to filter the knowledge acquisition process: The greater the correspondence between teachers' beliefs and what was presented in training, the more likely learning was to take place. On the other hand, taking beliefs into account by diagnosing beliefs to facilitate greater congruence was not found to be an effective strategy. Apparently, other interventional techniques will have to be considered if teachers' beliefs are to be integrated with professional knowledge. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
