Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs)

Beliefs Acceptance Model (BAM): A Tokenistic Approach to Reconceptualising Knowledge in Teacher Education Programmes (TEPs)

This paper argues that issues related to pre-service teachers’ beliefs about teaching and learning can no longer be limited to research findings. There is an urgent need for such findings to inform curricular choices in teacher education programmes. The existence of these beliefs can no longer be ig...

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Bibliographic Details
Main Authors: Peter Oluwaseun Merisi, Ansurie Pillay, Emmanuel Mfanafuthi Mgqwashu
Format: Article
Language:English
Published: Noyam Journals 2022-09-01
Series:E-Journal of Humanities, Arts and Social Sciences
Subjects:
attribution theory
teaching and learning
metacognitive theory
pre-service teachers
teacher educators
academic developers
beliefs acceptance model
Online Access:https://noyam.org/ehass2022392/

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