Changing epistemological beliefs in pre-service teacher education students
A teaching program designed to foster the reflection on and development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching program, students were required to reflect in journal entries on the content of an educational psychology unit in relation to their epistemological beliefs. The students engaged in this teaching program (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching program. Students in a comparison group were not encouraged to explicitly reflect on their epistemological beliefs. They were asked to complete written statements about their beliefs about knowing at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommers (1988, 1990) epistemological beliefs questionnaire was administered to both the comparison and research groups at Time 1 and Time 2. This questionnaire measured beliefs about knowing. The results of both the quantitative and qualitative data analysis indicated that the group of students engaged in the teaching program experienced more growth in sophisticated epistemological beliefs. The success of the teaching program has implications for how teacher educators develop learning environments.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2001 Taylor & Francis|
|Copyright Statement:||First published in Teaching in Higher Education 6(2):pp. 247-268.|
|Deposited On:||29 Jun 2005 00:00|
|Last Modified:||20 Mar 2013 01:03|
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