Epistemology and Preservice Teacher Education: How Do Beliefs about Knowledge Affect Our Students’ Experiences
Abstract
Reference
Many, J. E., Howard, F., & Hoge, P. (2002). Epistemology and preservice teacher education: how do beliefs about knowledge affect our students' experiences?. English Education, 34(4), 302-322.
Journal
English Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Qualitiative
- teacher research
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Literacy methods course
- University
Preservice Participants
Preservice Sample Size
19
Duration of Data Collection
Data Sources
- Course project
- Group interviews
- Interviews
- lesson plans
- Reflective journals
- Theoretical Orientation to Reading Profile (TORP) (DeFord, 1985)
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
We also noted that our students seemed to exhibit a range of perspectives regarding what knowledge is and how knowledge increases. We became interested in how these epistemological beliefs related to their reactions to our courses and their experiences in the field.
Is this research question explicit from the manuscript? Yes