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Exploring the Evolution of Epistemological Beliefs in Teacher Education Programs

This study investigates how teacher education programs influence the epistemological beliefs of future educators. Through a follow-up analysis involving questionnaires and semi-structured interviews, we explore the transformation of beliefs regarding knowledge and teaching among students across different cohorts. The findings reveal that while significant changes occur during the program, many beliefs persist beyond graduation. By examining case studies, classroom observations, and group discussions, the study seeks to understand the processes that lead to the evolution of these beliefs and their impact on teaching practices.

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Exploring the Evolution of Epistemological Beliefs in Teacher Education Programs

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  1. Do beliefsreallychange? Viviana Gómez Nocetti, TeacherEducationProgram Sede Villarrica

  2. Changingteacherstudentsepistemological, and onlearning and teaching’ beliefs Teachereducationprogramshavescarseworriedabouttheirstudentsbeliefs(Pajares, 1992; Joram& Gabriele, 1997; Wideen, Mayer-Smith & Moon, 1998). and underestimatethestronginfluence of learningforobservationtheybringfromtheirownschooling(Darling-Hammond, 2006; Hoban, 2003). whichdo notchangesignificantly in spite of their formal education(Pajares, 1992; Joram & Gabriele, 1997). Howeverthesebeliefsimpresstheirownlearning and futureteaching(Tanase, M., & Wang, J. (2010).

  3. Whatwe do? • Wework in a team: 3 teachereducators of theLearningcourse, firstyear of teachereducationprogram. • We introduce importantchanges in ourteaching, encouragingstudentsto: • Relate theory and practice (classroomobservation, and thenanalysisusingthecourse’ topics). • Workclasstoclass. • Use thecontenttoanalyze cases studies. • Open theirmindstoengage in new activities and groupings. • Takeconsciousabouttheirchanges and understandins. • Changetheirvision of the role and types of evaluation. • Reviewtheirsuppositionsaboutteaching and learning.

  4. EpistemologicalBeliefs Individual beliefsabouttheknowledge and knowing (Schommer, 1994, 2004)

  5. Ourproblem • . Diferentcohortshadshowedchanges in theirepistemologicalbeliefs. But, aftertheyfinishourcourse, theycontinuechanging, stopedor de-evolvetheirbeliefs? Then, we decide to do a follow-up studywiththefirstcohortswhoparticipated in ourlearningcourse.

  6. ResearchquestionHowteacherstudentsevolveaftertheychangetheirbeliefs?ResearchquestionHowteacherstudentsevolveaftertheychangetheirbeliefs? Sample: Allfemale.

  7. Instruments • Questionnaires • 2007 cohort: • SchommerEpistemologicalQuestionnaire(SEQ), 5-point Likert scale (63 statementsaboutcertainty, structure, and source of knowledge, speed and control of learning). • 2008 cohort: • AdaptedEpistemologicalBeliefsQuestionnaire. 5-point Likert scale (27 statements). • II. Semi-sturctured interviews • Exploringconceptionsaboutconflictivetopics.

  8. Results F F F F F F F

  9. Interview revelations • Exploringcertaintyof knowledge,Howwouldyouteachthetopic “thePacificWar” ifyouhave in yourclassroom50% of peruvian, and 50% of chileanstudents? • Thosewhoviewknowledge as absolute, and immutable, try totell "whatreallyhappened” (one of cohort 2007, and one of 2008). • Theotherthreewishtoreflect and developtolerance and dialogue withtheirkids (one of cohort 2007, and two of 2008). • Example of naiveconception: • … “I don’tknow. Probablytellthemthe true History… I don’tknowiftheperuvianhaveHistorybooks… • … “I don’tknow. Probably I wouldaskforthemtoinvestigatesomewarstrategies and thenrepresentit, and finally vote forthebetterone” • Why? … because I hope theyunderstandwhatthosewhowinthewar are thosewho use thebetterstrategy…

  10. Epilogue • In thenextyear, shereceivesthe “honor recognition” forherverygoodachievement in front of allstudents and teachereducators of ourSchool… Questions: 1. How can weassessourstudents’ beliefsefficiently? 2. Are questionnairesenough sensible forshowingtheirchange? 3. How interviews are challenge as teachereducators?

  11. Thanksyou!!

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