Changing Epistemological Beliefs in Pre-service Teacher Education Students

Joanne Lunn Brownlee · Nola Purdie · Gillian M. Boulton‐Lewis

311 citations0/0 files storedTeaching in Higher Education

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Educational Strategies and Epistemologies Teacher Education and Leadership Studies Reflective Practices in Education

Abstract

A teaching programme 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 programme, 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 programme (the research group) were interviewed in relation to their beliefs at the beginning (Time 1) and conclusion (Time 2) of the teaching programme. 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. Schommer's (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 programme experienced more growth in sophisticated epistemological beliefs. The success of the teaching programme has implications for how teacher educators develop learning environments.

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1985Naturalistic inquiry 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1982Accommodation of a scientific conception: Toward a theory of conceptual change 1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning 1990Effects of beliefs about the nature of knowledge on comprehension.1987The role of beliefs in the practice of teaching 1996A review of research on teacher beliefs and practices 2009Cognition, Metacognition, and Epistemic Cognition

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2009Preparing teachers for inclusive classrooms 2004An Integrative Approach to Personal Epistemology: A Guiding Model 2013Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching 2008What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability 2003Using Critical Incidents to Promote and Assess Reflective Thinking in Preservice Teachers

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