Investigating the Relationships among PSTs' Teaching Beliefs: Are Epistemological Beliefs Central?

Autor/in	Bahçivan, Eralp
Titel	Investigating the Relationships among PSTs' Teaching Beliefs: Are Epistemological Beliefs Central?
Quelle	In: Educational Studies, 42 (2016) 2, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1160823
Schlagwörter	Preservice Teachers; Science Teachers; Student Teacher Attitudes; Beliefs; Epistemology; Case Studies; Self Efficacy; Educational Attitudes; Pedagogical Content Knowledge; Scores; Semi Structured Interviews; Prior Learning; Foreign Countries; Constructivism (Learning); Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Erkenntnistheorie; Case study; Fallstudie; Case Study; Self-efficacy; Selbstwirksamkeit; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Pädagogische Kompetenz; Vorkenntnisse; Ausland; Türkei
Abstract	The present case study explored the teaching belief systems of pre-service science teachers (PSTs), including epistemological beliefs, self-efficacy beliefs, conceptions of science learning and teaching and pedagogical content knowledge. Based on their epistemological scores, three PSTs who were categorised as exhibiting naïve, moderately sophisticated and sophisticated beliefs were selected for analysis. Each of the participants was interviewed individually on four occasions and prepared a lesson plan. Analyses of interview transcripts and lesson plans indicated that PSTs' epistemological beliefs were differentially related to particular domains and topics and that their previous learning experiences and observations were more likely to influence their teaching behaviours. The conclusion section presents suggestions for implementing study findings and recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01