Journal article
The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research
- Abstract:
- Teachers’ engagement with and in educational research has become an aspiration in many countries. However, this has been counterbalanced with decades of research on the perennial theory-practice divide. This study provides new perspectives by considering the role of epistemic beliefs in pre-service science teachers’ (PSSTs’) acceptance or rejection of “Education Studies” from their Initial Teacher Education (ITE). Individual case profiles demonstrate how PSSTs compare knowledge in science with knowledge in education. Certain belief profiles can be seen to present barriers to evaluating education research as valuable. Thus, we argue for epistemic development and support with boundary crossing in ITE.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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- Files:
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(Preview, Accepted manuscript, 1.3MB, Terms of use)
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- Publisher copy:
- 10.1016/j.tate.2020.103033
Authors
- Publisher:
- Elsevier
- Journal:
- Teaching and Teacher Education More from this journal
- Volume:
- 90
- Article number:
- 103033
- Publication date:
- 2020-02-06
- Acceptance date:
- 2020-01-25
- DOI:
- ISSN:
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0742-051X
- Language:
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English
- Keywords:
- Pubs id:
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1085471
- Local pid:
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pubs:1085471
- Deposit date:
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2020-02-06
Terms of use
- Copyright holder:
- Elsevier Ltd.
- Copyright date:
- 2020
- Rights statement:
- © 2020 Elsevier Ltd. All rights reserved.
- Notes:
-
This is the accepted manuscript version of the article. The final version is available from Elsevier at https://doi.org/10.1016/j.tate.2020.103033
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