An Investigation of Preservice Teachers’ Beliefs about the Certainty of Teaching Knowledge
2018
Beliefs about the certainty of teaching knowledge may
influence how preservice teachers engage with and learn from
knowledge sources in teacher education, and their subsequent
practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six elementary and lower-secondary preservice teachers in Norway responded to the Beliefs about the Certainty of Teaching Knowledge (BECK) scale in the first and
second year of study, respectively. Participants believed knowledge about teaching and learning was more tentative and evolving at T2 than at T1 (t (65) = 2.0, p = .049, Cohen’s d =.23). We uncovered beliefs about the ways knowledge and practice will change, reasons
for change, and the rate of change in teaching knowledge. The results suggest preservice teachers hold specific beliefs about the certainty of teaching knowledge that should be addressed by teacher educators.
Keywords:
- Correction
- Source
- Cite
- Save
- Machine Reading By IdeaReader
0
References
11
Citations
NaN
KQI