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dc.contributor.advisorScholes, Roberta J. (Roberta Jane), 1952-eng
dc.contributor.authorHartin, Courtney Lane, 1982-eng
dc.date.issued2010eng
dc.date.submitted2010 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on December 7, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Roberta Scholes.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThis study investigated the differences in epistemological beliefs of pre-service teachers in relation to their level of education and their certification area. While there has been little research done on pre-service teachers' and epistemology, it is important to understand the beliefs pre-service teachers hold regarding the nature of knowledge construction as their beliefs will influence their teaching practices. For this study, pre-service teachers were asked to complete the Epistemological Beliefs Survey (EBS) which examined their epistemic beliefs on five sub-scales: Speed of Knowledge Acquisition, Structure of Knowledge, Knowledge Construction and Modification, Characteristics of Successful Students, and Attainability of Objective Truth. Two series of ANOVAs were conducted to examine differences in pre-service teachers' levels of epistemic sophistication on these scales. While differences were found for education level (with more advanced students generally holding more sophisticated beliefs), there were no differences found in relation to certification area. This was one of the first studies in the United States to specifically investigate pre-service teachers as a unique population.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentix, 95 pageseng
dc.identifier.oclc706715021eng
dc.identifier.urihttps://hdl.handle.net/10355/10281
dc.identifier.urihttps://doi.org/10.32469/10355/10281eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshStudent teacherseng
dc.subject.lcshKnowledge, Theory ofeng
dc.titleDifferences in pre-service teachers' epistemological beliefs : a cross-sectional studyeng
dc.typeThesiseng
thesis.degree.disciplineEducational, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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