The role of research experiences in developing pre-service teachers’ epistemic beliefs

Abstract

Persistent concerns about the theory-practice gap and desires for an ‘evidence-informed’ teaching profession have prompted research into how teachers' epistemic beliefs influence their acceptance or rejection of educational research. This study analyses longitudinal interview data from six pre-service teachers (PSTs) to explore how experiences of conducting research (in the domains of science or education) during initial teacher education (ITE) contribute to epistemological development. These research experiences provided opportunities for ad-hoc epistemological development, even in the absence of intentional efforts. Epistemic beliefs sometimes appeared to be supplanted, counterproductively, from science to education. The implications for teacher education and research are discussed.

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