Leila E Ferguson
Biographic Data
| ID | 1606254 |
|---|---|
| NAME | Leila E Ferguson |
| GIVEN NAMES | Leila E |
| FAMILY NAME | Ferguson |
| SIGNATURE | FERGUSON L E |
| AFFILIATIONS | Høyskolen Kristiania |
| ORCID | 0000-0001-9115-5662 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The Concept of Critical Thinking in Teacher Education: A Systematic Review
This systematic review sheds light on the scientific landscape of critical thinking (CT) in teacher education (TED) by synthesizing how CT in TED has been investigated in terms of selected features of international scholarship on the topic and how CT has been conceptualized in this scholarship. Based on 208 included studies, our results show heterogeneity in targeted educational levels, school subjects, geography and adopted methodologies. A shar…
Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching
Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjec…
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach
The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by ana…
Middle school students’ science epistemic beliefs – Implications for measurement
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and learning. A growing body of research shows that explicit reflection on epistemic cognition may be a usefu…
Beliefs about sources of knowledge predict motivation for learning in teacher education
Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
Beliefs about sources of knowledge predict motivation for learning in teacher education
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays
BackgroundThere is burgeoning research within educational psychology on both epistemic cognition and multiple-documents literacy, as well as on relationships between the two constructs.AimTo examine relationships between epistemic cognition concerning the justification of knowledge claims and sourcing and argumentation skills.SampleParticipants were 51 Norwegian undergraduates.MethodThree dimensions of justification were identified in think-aloud…
Beliefs about sources of knowledge predict motivation for learning in teacher education
Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity
There is increasing evidence to show that teachers' epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and learning. A growing body of research shows that explicit reflection on epistemic cognition may be a usefu…
Middle school students’ science epistemic beliefs – Implications for measurement
Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach
The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by ana…
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching
Quality teaching in higher education is enjoying renewed political and scholarly interest in Norway. Building on extant research on teachers at primary and secondary levels, and budding research at the tertiary level, the present investigation focuses on higher education teachers’ beliefs about teaching, motivation, and beliefs about researching and developing teaching. Using data from the Teaching in Higher Education (THE) Survey that was subjec…
The Concept of Critical Thinking in Teacher Education: A Systematic Review
This systematic review sheds light on the scientific landscape of critical thinking (CT) in teacher education (TED) by synthesizing how CT in TED has been investigated in terms of selected features of international scholarship on the topic and how CT has been conceptualized in this scholarship. Based on 208 included studies, our results show heterogeneity in targeted educational levels, school subjects, geography and adopted methodologies. A shar…
Educational Strategies and Epistemologies (8 works) · Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Education and Critical Thinking Development (5 works) · Computer Science (4 works) · Innovative Teaching and Learning Methods (4 works) · Norwegian (4 works) · Epistemology (3 works) · Science Education and Pedagogy (3 works)