The epistemological beliefs of teachers impact both their in-class practices and the perceptions and beliefs of the students whose learning is the responsibility of teachers. Therefore, this study aims to investigate and discuss the impact of a course entitled “research methods” which is taught in education faculties in Turkey, on the epistemological beliefs of teacher candidates. The study adopted the mixed-methods sequential explanatory design. Forty-three teacher candidates participated in the study. The data for the study were collected through the “Scientific Epistemological Beliefs Scale (SEBs)”, a semi-structured interview form, and another form that included the written opinions of teacher candidates. The findings revealed that the research methods taught to teacher candidates do not have a statistically significant impact on their epistemological beliefs. But the analysis of the semi-structured interviews with teacher candidates and their written comments revealed that the teacher candidates explained the nature of knowledge, its sources, and the way scientists work through the traditional understanding of science.
ALKIŞ KÜÇÜKAYDIN, M.,
& Gökbulut, Y.
The Impact of a Research Methods Course on Teacher Candidates’ Epistemological Beliefs.
Australian Journal of Teacher Education, 45(3).