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Epistemic Beliefs and Teacher Education

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Transforming Teacher Education Through the Epistemic Core of Chemistry

Part of the book series: Science: Philosophy, History and Education ((SPHE))

Abstract

The chapter considers the implications of incorporating the epistemic core (i.e. aims and values, practices, methods and knowledge) in pre-service teacher education. Research on teachers’ knowledge and epistemic beliefs as well as related concepts such as personal epistemologies and epistemic cognition are highlighted. Features of effective teacher education are considered, and argumentation, visualisation and analogies are proposed as example strategies that can be used in teacher preparation programmes to support the development of pre-service teachers’ epistemic thinking. Although these strategies are not exhaustive, they provide focus about a set of strategies that can be used in teacher education to teach some fairly abstract learning outcomes such as the learning of epistemic themes. Overall the chapter provides a rationale for why the inclusion of the epistemic core of chemistry is relevant for teacher education and what the implications are for the design of pre-service teacher education courses.

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  1. Department of Education, University of Oxford, Oxford, UK

    Sibel Erduran

  2. Department of Mathematics and Science Education, Boğaziçi University, Istanbul, Turkey

    Ebru Kaya

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  1. Sibel Erduran
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  2. Ebru Kaya
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Erduran, S., Kaya, E. (2019). Epistemic Beliefs and Teacher Education. In: Transforming Teacher Education Through the Epistemic Core of Chemistry. Science: Philosophy, History and Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15326-7_3

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  • DOI: https://doi.org/10.1007/978-3-030-15326-7_3

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  • Online ISBN: 978-3-030-15326-7

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