Source: Teaching and Teacher Education, Volume 25, Issue 2, February 2009, P. 319-327.
A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education program. The study explored the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programs are discussed.
- Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content
- An Examination of Pre-service Teachers' Attitudes towards the Inclusion of Development Education into Irish Post-Primary Schools