Journal article

The role of research experiences in developing pre-service teachers’ epistemic beliefs

Abstract:: Persistent concerns about the theory-practice gap and desires for an ‘evidence-informed’ teaching profession have prompted research into how teachers' epistemic beliefs influence their acceptance or rejection of educational research. This study analyses longitudinal interview data from six pre-service teachers (PSTs) to explore how experiences of conducting research (in the domains of science or education) during initial teacher education (ITE) contribute to epistemological development. These research experiences provided opportunities for ad-hoc epistemological development, even in the absence of intentional efforts. Epistemic beliefs sometimes appeared to be supplanted, counterproductively, from science to education. The implications for teacher education and research are discussed.

Publication status:: Published

Peer review status:: Peer reviewed

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APA Style

Guilfoyle, L., McCormack, O., & Erduran, S. (2024). The role of research experiences in developing pre-service teachers’ epistemic beliefs. Teaching and Teacher Education, 144.

MLA Style

Guilfoyle, L., et al. “The Role of Research Experiences in Developing Pre-Service Teachers’ Epistemic Beliefs.” Teaching and Teacher Education, vol. 144, Elsevier, 2024.

Chicago Style

Guilfoyle, L, O McCormack, and S Erduran. 2024. “The Role of Research Experiences in Developing Pre-Service Teachers’ Epistemic Beliefs.” Teaching and Teacher Education 144.
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Files:: Guilfoyle_et_al_2024_The_role_of.pdf

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Publisher copy:: 10.1016/j.tate.2024.104599

Authors

+ Guilfoyle, L More by this author

Institution:: University of Oxford
Division:: SSD
Department:: Education
Role:: Author

+ McCormack, O More by this author

Role:: Author

+ Erduran, S More by this author

Role:: Author

+ Irish Research Council More from this funder

Publisher:: Elsevier
Journal:: Teaching and Teacher Education More from this journal
Volume:: 144
Article number:: 104599
Publication date:: 2024-04-12
Acceptance date:: 2024-04-07
DOI:: 10.1016/j.tate.2024.104599
ISSN:: 0742-051X

Language:: English
Keywords:: FFR
Pubs id:: 1989485
Local pid:: pubs:1989485
Deposit date:: 2024-05-01

Terms of use

Copyright holder:: Guilfoyle et al.
Copyright date:: 2024
Rights statement:: © 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Licence:: CC Attribution (CC BY)

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