Search results for: Joram Elana
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Clashing Epistemologies: Aspiring Teachers’, Practicing Teachers’, and Professors’ Beliefs about Knowledge and Research in Education
The article describes a study investigating beliefs about educational research and what counts as legitimate knowledge. Participants included preservice teachers, practicing teachers and professors. Results indicate that preservice teachers believe educational knowledge is particularistic and cannot be falsified, professors believed it can be generalized and falsified, and practicing teachers fell somewhere in the middle.
Updated: May. 12, 2008