ERIC Number: EJ1122970
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Chasm between Beliefs and Practice: A Case Study of the Epistemological Positions of Pre-Service Agricultural Education Teachers
Roberts, Richie; Baker, Marshall A.; Goossen, Carmelita E.
Journal of Agricultural Education, v57 n2 p172-186 2016
Recent trends in epistemological research suggest that teachers' epistemological beliefs influence the approaches he or she employs in both teaching and learning. Therefore, the purpose of this instrumental case study was to understand the initial epistemological positions of pre-service agricultural education teachers at Oklahoma State University. The study's findings are reported through five themes. Themes one, two, three, and four align with Perry's (1970) four epistemological positions. However, the fifth theme represents an interesting departure from the theory. This theme showcases the lack of continuity between participants' articulated views and how they propose to operationalize those beliefs as an agricultural educator. As such, we recommend examination into the following questions, "Does the chasm exist beyond first year pre-service teachers?" and "How can the chasm be bridged?"
Descriptors: Case Studies, Epistemology, Agricultural Education, Preservice Teachers, Teaching Methods, State Universities, Experiential Learning, Educational Philosophy, Qualitative Research, Student Attitudes
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Oklahoma
Grant or Contract Numbers: N/A