An Inquiry into the Epistemic Beliefs of Learning Support Teachers and Learning Advisors during COVID-19

Villanueva, J. Aleta and Eacersall, Douglas C. ORCID: https://orcid.org/0000-0002-2674-1240 (2021) An Inquiry into the Epistemic Beliefs of Learning Support Teachers and Learning Advisors during COVID-19. In: 4th International Conference on Open and Distance e-Learning: the University of the Future: Sustainability and Agility Amidst Disruption (ICODeL 2021), 13 Oct - 15 Oct 2021, Philippines.

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Abstract

The current work from home scenario due to the COVID-19 pandemic presented an opportune time to examine the epistemic beliefs (EB) of academic language and learning support specialists whose online services have increased in demand. Understanding the EB of these experts may provide insights into ways these may be integrated into professional learning activities to equip a workforce ready to engage with K-20 students having language and learning difficulties. This paper is based on an ongoing qualitative study seeking to illuminate the EB of Learning Support Teachers (LSTs) and Learning Advisors (LAs) given that EB have been reported to bear influence on the actions and roles of pre-service and practising classroom teachers.
This presentation focuses on the study's data collection instruments to examine EB as sources of knowledge and domain specific knowledge based on Chinn et al.'s (2011) model of epistemic cognition which expounded on the aims, sources and reliable processes of EB. The paper discusses the survey, interview and self-reflection protocol utilized with LSTs based in the Philippine K-12 system and LAs based in Australian universities. The development of these instruments employed the use of an epistemic structure to inform the data collection to address a gap in EB research
where arriving at reliable measures has been a constant challenge and psychometric problems in prior instruments have been found. As such, this paper argues for an alternate set of data gathering instruments which entail self-reporting and reflection on recorded individualized online sessions to analyze the sources of knowledge, epistemic aims, values and virtues of 'third-space' specialists or academic professionals engaged in personalized learning support and dialogic advising.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Speech)
Refereed: Yes
Item Status: Live Archive
Additional Information: Virtual Conference.
Faculty/School / Institute/Centre: Current - Academic Division - Library
Faculty/School / Institute/Centre: Current - Academic Division - Library
Date Deposited: 11 Mar 2022 02:52
Last Modified: 16 Mar 2022 05:09
Uncontrolled Keywords: epistemic beliefs, academic language learning, learning support teachers, learning advisors, inclusivity, teacher education
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390304 Primary education
39 EDUCATION > 3903 Education systems > 390306 Secondary education
39 EDUCATION > 3903 Education systems > 390303 Higher education
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160105 Secondary education
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160103 Primary education
URI: http://eprints.usq.edu.au/id/eprint/47120

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