Journal of Social Sciences and Humanities
Articles Information
Journal of Social Sciences and Humanities, Vol.5, No.2, Jun. 2019, Pub. Date: Mar. 19, 2019
Epistemological Beliefs of Pre-service Teachers
Pages: 37-45 Views: 234 Downloads: 229
[01] Mark Langcay, School of Education, Arts, Sciences and Health, University of Saint Louis, Tuguegarao City, Philippines.
[02] John Paul Gutierrez, School of Education, Arts, Sciences and Health, University of Saint Louis, Tuguegarao City, Philippines.
[03] Maricca-Malou Valencia, School of Education, Arts, Sciences and Health, University of Saint Louis, Tuguegarao City, Philippines.
[04] Darin Jan Tindowen, School of Education, Arts, Sciences and Health, University of Saint Louis, Tuguegarao City, Philippines.
Knowledge plays a vital role in all human strata. Hence, it enables individuals to think rationally, innovatively and even critically. Consequently, this manoeuvres to an investigation about its origin, nature, methods, and limits of human knowledge. This study was conducted to determine the epistemological beliefs of pre-service teachers in Northern Philippines along five dimensions namely the stability of knowledge, structure of knowledge, source of knowledge, ability to learn, and speed of learning. A descriptive-survey was utilized in this study with 181 respondents. The findings revealed that the pre-service teachers tend to be sophisticated and have a complex structure and reasoning along source of knowledge. In contrast, the pre-service teachers tend to be naïve along ability to learn, stability of knowledge, and speed of learning. Finally, pre-service teachers’ epistemological beliefs vary along their sex, program specialization, and ethnicity
Pre-service Teachers, Epistemological Beliefs, Knowledge, Teacher Education
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