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Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

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Investigating change in epistemic beliefs : an evaluation of the impact of student teachers’ beliefs on instructional preference and teaching competence

Sosu, Edward M. and Gray, Donald S. (2012) Investigating change in epistemic beliefs : an evaluation of the impact of student teachers’ beliefs on instructional preference and teaching competence. International Journal of Educational Research, 53. pp. 80-92. ISSN 0883-0355

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Abstract

This study investigates the claim that effective teacher behaviour is rooted in teacher beliefs about the nature of knowledge, learning and ability. A longitudinal design was used to obtain data on student teachers’ epistemic beliefs, instructional preference and teaching competence. Results from statistical analyses show that there were significant changes in student teachers’ epistemic beliefs over a four year period and these beliefs predicted the student teachers’ instructional preferences. The impact of epistemic beliefs on teaching competence was mixed. Only beliefs about source of knowledge had a significant impact on teaching competence. Implications of these findings are considered.