Article2000

Pre-service Teachers' Epistemology Viewed through Perspectives on Problematic Classroom Situations

94 citations0/0 files storedJournal of Education for Teaching International Research and Pedagogy

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Educational Strategies and Epistemologies Science Education and Pedagogy Epistemology, Ethics, and Metaphysics

Abstract

This study aims to describe the epistemology of pre-service teachers in terms of the nature of knowledge and the process of knowing. Pre-service teachers were interviewed to obtain the necessary data. Findings were as follows. (1) Pre-service teachers differ in epistemology. (2) Pre-service teachers do not move from category to category of epistemology in stage-like fashion. Once they come to understand that some knowledge is uncertain in nature, they go through successive iterations of belief about the process of knowing before again changing their belief about the certainty of knowledge. (3) The epistemological beliefs of pre-service teachers appear to be interconnected in a web. (4) There appears to be no relationship between status in school and epistemology.

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References

1985Naturalistic inquiry 1990Qualitative evaluation and research methods 1990Qualitative evaluation and research methods 1910How We Think 1910How we think.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.1991The Skills of Argument

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