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Epistemological beliefs and their relationship to the knowledge of preservice secondary school teachers

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Abstract

The authors analyse epistemological beliefs and their relationship to the knowledge developed by students engaged in a reorganized programme of training for secondary school teachers in Quebec. They examine two contexts for initial training: the training in their discipline that university students follow, and the practical training students undertake in the school environment. Qualitative data were obtained through critical exploration (Piagetian) interviews with twelve pre-service teachers. These results made it possible to outline multiple epistemological postures, and to describe the tensions between the subject-related and practical aspects of initial training. In particular, based on an analysis of their epistemological beliefs and their relationship to knowledge, it would appear that pre-service teachers develop a less refined approach through practical training than they attain at university. Finally, the authors raise some issues concerning teacher training.

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Authors and Affiliations

  1. Université du Québec à Rimouski, 300, Allée des Ursulines C.P. 3300, Rimouski, QC, G5L 3A1, Canada

    Geneviève Therriault & Léon Harvey

Authors
  1. Geneviève Therriault
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  2. Léon Harvey
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Correspondence to Geneviève Therriault.

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This research was supported financially by the Fonds québécois de recherche sur la société et la culture (FQRSC) and the Fonds institutionnel de recherche de l’Université du Québec à Rimouski (FIR). It is part of a doctoral thesis (Therriault 2008) in education, in the context of a joint programme undertaken by the Université du Québec à Montréal (UQAM) and the Université du Québec à Rimouski (UQAR), under the supervision of Léon Harvey and Philippe Jonnaert. We thank the twelve pre-service teachers who participated in the research interviews.

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Therriault, G., Harvey, L. Epistemological beliefs and their relationship to the knowledge of preservice secondary school teachers. Prospects 43, 441–459 (2013). https://doi.org/10.1007/s11125-013-9288-4

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