The pre - service teachers’ conceptions of change in epistemological beliefs - phenomenographic approach

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  • Tytuł: The pre - service teachers’ conceptions of change in epistemological beliefs - phenomenographic approach
  • Autor/Autorzy: DOROTA ZDYBEL (Autor)
  • Nazwa czasopisma: Thinking Skills and Creativity
  • Rok: 2026
  • Tom: 62
  • Numer: A
  • ISSN: 1871-1871
  • e-ISSN: 1878-0423
  • DOI: 10.1016/j.tsc.2026.102296
  • Adres www:: https://www.sciencedirect.com/science/article/abs/pii/S1871187126001707
  • Abstrakt: Teachers’ epistemic cognition is intertwined with their practice, influencing the process of planning, teaching and reflection on educational practice. Teachers’ beliefs about knowledge and learning serve as filters for perception and interpretation of pedagogical phenomena, and silent guides for action, shaping the epistemic climate in the classroom, and mediating the process of learning in pupils. This study aimed to investigate the conceptions of changes in epistemological beliefs in a group of 54 preservice teachers of an early childhood education and care program. A phenomenographic approach embedded partially in a life-story format was employed to analyze the narrative data. Five different conceptions of change in epistemic cognition were described: change as inevitable adulthood, as a growing self-understanding, as a discovery of passion, as exposure to pedagogical studies, and as a quest for self-improvement. Findings indicate that teachers’ perceptions of causes of epistemological change are highly differentiated, and embedded in the socio-cultural and emotional context of learning. An important trigger for changes is perceived as a clash/ tension between social obligations and personal fulfilment. The study contributes to the theory of teachers’ epistemic cognition and how it is influenced by their self-perception.
  • Dyscyplina: pedagogika
  • 002 a The pre - service teachers’ conceptions of change in epistemological beliefs - phenomenographic approach
  • 003 b 0000-0003-3322-7570
  • 003 a DOROTA ZDYBEL (Autor)
  • 004 a Oryginalny artykuł naukowy
  • 006 a Thinking Skills and Creativity
  • 008 a 2026
  • 009 a 62
  • 010 a A
  • 011 a 1871-1871
  • 012 a 1878-0423
  • 013 a 10.1016/j.tsc.2026.102296
  • 014 a https://www.sciencedirect.com/science/article/abs/pii/S1871187126001707
  • 020 a Teachers’ epistemic cognition is intertwined with their practice, influencing the process of planning, teaching and reflection on educational practice. Teachers’ beliefs about knowledge and learning serve as filters for perception and interpretation of pedagogical phenomena, and silent guides for action, shaping the epistemic climate in the classroom, and mediating the process of learning in pupils. This study aimed to investigate the conceptions of changes in epistemological beliefs in a group of 54 preservice teachers of an early childhood education and care program. A phenomenographic approach embedded partially in a life-story format was employed to analyze the narrative data. Five different conceptions of change in epistemic cognition were described: change as inevitable adulthood, as a growing self-understanding, as a discovery of passion, as exposure to pedagogical studies, and as a quest for self-improvement. Findings indicate that teachers’ perceptions of causes of epistemological change are highly differentiated, and embedded in the socio-cultural and emotional context of learning. An important trigger for changes is perceived as a clash/ tension between social obligations and personal fulfilment. The study contributes to the theory of teachers’ epistemic cognition and how it is influenced by their self-perception.
  • 966 a pedagogika
  • 985 a Wydział Pedagogiczny
  • 985 b Instytut Nauk o Wychowaniu
Repozytorium Akademii Ignatianum w Krakowie, które jest częścią Portalu Pracowniczego zostało zrealizowane w ramach projektu „Program wzmocnienia potencjału dydaktycznego Uczelni na rzecz rozwoju regionalnego” POWR.03.05.00-00-ZR10/18 współfinansowanego ze środków Unii Europejskiej w ramach Europejskiego Funduszu Społecznego.