NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1116688
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1098-6065
Inductive and Deductive Justification of Knowledge: Flexible Judgments underneath Stable Beliefs in Teacher Education
Rott, Benjamin; Leuders, Timo
Mathematical Thinking and Learning: An International Journal, v18 n4 p271-286 2016
Personal epistemological beliefs are considered to play an important role for processes of learning and teaching. However, research on personal epistemology is confronted with theoretical issues as there is conflicting evidence regarding the structure, stability, and context-dependence of epistemological beliefs. We give evidence how theoretical and methodological issues can partly be resolved by distinguishing between relatively stable "epistemological beliefs" and situation-specific "epistemological judgments." A qualitative content analysis of a series of semistructured interviews (study 1) with pre-service teachers, teachers, and teacher educators as well as a statistical analysis of pre-service teachers' extensive answers in questionnaires (study 2), both on the topic of "mathematical discovery," reveal not only beliefs of the participants but also different qualities of judgments. Therefore, in further research both aspects of beliefs should be considered in a more differentiated manner when categorizing belief structures.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A