Peer-Reviewed Journal Details
Mandatory Fields
Guilfoyle L.;McCormack O.;Erduran S.
2020
April
Teaching And Teacher Education
The ¿tipping point¿ for educational research: The role of pre-service science teachers¿ epistemic beliefs in evaluating the professional utility of educational research
Published
14 ()
Optional Fields
Education research Epistemic beliefs Teacher beliefs Teacher education Teacher perceptions Theory-practice divide
90
© 2020 Elsevier Ltd 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.
0742-051X
10.1016/j.tate.2020.103033
Grant Details