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Personal epistemology in pre-service teachers: belief changes throughout a teacher education course

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In Jo Brownlee, Gregory J. Schraw & Donna Berthelsen (eds.), Personal epistemology and teacher education. New York: Routledge (2011)

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  1. Epistemological Tensions in Prospective Dutch History Teachers' Beliefs about the Objectives of Secondary Education.Bjorn G. J. Wansink, Sanne F. Akkerman, Jan D. Vermunt, Jacques P. P. Haenen & Theo Wubbels - 2017 - Journal of Social Studies Research 41 (1):11-24.
    In recent decades we witnessed ongoing debates about the objectives of history education, with different underlying epistemological perspectives. This qualitative study explored prospective history teachers' beliefs about these objectives of history education. Prospective history teachers of six universities starting a teacher educational programme were invited to answer an open-ended questionnaire about history education. Six objectives were found: (1) memorising; (2) critical/explanatory; (3) constructivist; (4) perspective-taking; (5) moral; and (6) collective-identity objectives. Almost all prospective teachers mentioned several of these objectives. A (...)
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  • Illustration de l’articulation croyances-pratiques chez deux enseignantes débutantes de sciences naturelles.Geneviève Therriault, Isabelle Vivegnis, Émilie Morin, Patrick Charland & Anderson Araújo-Oliveira - 2021 - Revue Phronesis 10 (2-3):24-47.
    This article presents the foundation of research around which other contributions in this issue are structured. It follows from a larger study aimed at supporting the professional development of beginning teachers with respect to their personal epistemology. The study explores the link between beliefs and practices in continuing education.It is an avenue that is still little used in research, particularly in Quebec, where research has focused more often on pre-service teachers. Previous studies identified highlight inconsistencies between expressed beliefs (epistemological and (...)
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  • L’articulation des croyances et des pratiques dans l’enseignement des sciences humaines et sociales au secondaire : quelles pistes pour l’accompagnement des enseignants débutants?Sébastien Boucher, Anderson Araújo-Oliveira & Geneviève Therriault - 2021 - Revue Phronesis 10 (2-3):65-85.
    The study presents partial results from a larger project aimed at supporting the professional development of beginning teachers with respect to their personal epistemology. Based on a thematic analysis of data from explanatory interviews, the article focuses on the articulation between beliefs (epistemological and pedagogical) and stated practices of ten beginning teachers of social sciences and humanities (SHS) in secondary schools. The results highlight the high degree of sophistication of the participants’ epistemological beliefs and the constructivist tendency of their conceptions (...)
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  • Entre ce qu’ils pensent, ce qu’ils disent et ce qu’ils font, quelles articulations? Analyse quantitative des croyances épistémologiques, des conceptions pédagogiques et des pratiques d’enseignants québécois du secondaire en sciences naturelles et en sciences humaines et sociales.Dorothée Baillet & Geneviève Therriault - 2021 - Revue Phronesis 10 (2-3):129-152.
    The articulation between epistemological beliefs, conceptions of teaching and learning, and teaching practices of secondary school science and humanities teachers has been little studied, particularly in the francophone world (Araújo-Oliveira, 2012, 2019 ; Bartos & Lederman, 2 014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their actual teaching practices remain rather passive (TALIS international survey - OECD, 2019). After characterizing these three theoretical constructs in a sample of 215 Quebec secondary school (...)
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  • Des pratiques qui diffèrent de leurs croyances? Analyse quantitative des croyances épistémologiques, des conceptions pédagogiques et des pratiques d’enseignants belges du secondaire.Dorothée Baillet & Claire Gérard - 2021 - Revue Phronesis 10 (2-3):153-175.
    In french and english speaking countries, the articulation between epistemological beliefs, conceptions of teaching and learning and pedagogical practices of secondary school teachers in the natural sciences and humanities has been little studied (Araújo-Oliveira, 2012 ; Bartos et Lederman, 2014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their teaching practices remain rather passive (OECD, 2019). Like in Therriault et al. (2018-2023), this article explores the characteristics of epistemological beliefs, conceptions of teaching (...)
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