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Understanding Pre-service Teachers' Epistemological Beliefs across Domains
PROCEEDINGS

, Old Dominion University, United States ; , Shippensburg University, United States ; , Northwest Normal University, China ; , University of Nevada at Las Vegas, United States ; , Old Dominion University, United States ; , Norfolk State University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Epistemological beliefs concern conceptions of knowledge and knowing, and involve various understandings of the nature, construction and evaluation of knowledge. Using Biglan’s classification, a growing number of the research on epistemological beliefs has been on domain generality or domain specificity. There is a distinct void in this literature with respect to the epistemological beliefs of pre-service teachers from a cultural perspective. This study uses a large sample of pre-service teachers (n = 710) from a teacher training university in China to investigate whether there exist domain differences in these pre-service teachers’ epistemological beliefs. Results indicate that the pre-service teachers from well-structured domains hold more naïve epistemological beliefs than do their counterparts from ill-structured domains. In addition, gender differences, education level differences and the interaction between domain and education were found. Finally, this paper discusses these differences and their theoretical and practical implications to teacher education programs.

Citation

Ren, Z., Liu, H., Dang, X., Zhang, S., Blackburn, D. & Hou, M. (2009). Understanding Pre-service Teachers' Epistemological Beliefs across Domains. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2338-2346). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 26, 2022 from .

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