Review of Literature on Preservice Teachers’ Epistemic Cognition

Yetunde Morenike Adaramola

doi:10.7273/000007284

High-quality education demands a contemporary perspective on the nature of knowledge, learning, and teaching. Research (Hofer and Pintrich, 2002; VanSledright, 2002) has documented how teachers’ and students’ reasoning about knowledge and learning might be influenced by epistemic cognition. Epistemic cognition is the mental perception of individuals about knowledge, and learning. Epistemic cognition, epistemic belief, and personal epistemology are the individuals' (epistemological) beliefs regarding the organization of knowledge and understanding (Hofer and Pintrich, 1997). According to Schommer-Aikins (1994), individuals maintain a diverse array of epistemological beliefs, which can be characterized as a multidimensional set encompassing notions of certainty, simplicity, and source. Hofer and Pintrich (1997) expanded upon Schommer's framework by introducing an additional dimension, justification, to the existing dimensions. Research indicates that the beliefs held by preservice teachers serve as filters for their knowledge and guide their behaviors, taking contextual factors into account. However, Kane et al. (2002) argue that teachers' beliefs may not always align with their actions. One contributing factor to this lack of coherence is the multitude of beliefs held by teachers (Bahcivan & Cobern, 2016). It is impossible to overlook the importance of preservice teachers' beliefs and perceptions regarding knowledge and learning because the findings (Bachvican et al, 2019; Köseoğlu & Köksal, 2015) suggest a substantial influence of epistemological beliefs on students' learning, underscoring their importance in educational contexts.

Review of Literature on Preservice Teachers’ Epistemic Cognition

Files and links (1)

Abstract

Metrics

Details