Investigating the Teaching and Learning Conceptions and Scientific Epistemological Beliefs of Pre-service Teachers': A Longitudinal Study

In recent years, because of the rapid changes in education, the ideas and views of teachers has gained increased value. Studies have revealed that the pedagogic activities utilized by teachers in the classroom, as well as, the decisions they make during the teaching learning process are profoundly shaped by their pre-existing beliefs. The purpose of this study is to determine what changes occurred in the teaching learning conceptions (TLC) and scientific epistemological beliefs (SEB) of pre-service teachers following their entrance into studies in education and to determine whether a significant relationship exists between these variables. The data collection methodology employed for this study was a longitudinal survey in which data from the same sample elements was collected on multiple occasions over an extended period of time. Sample element data was collected on six occasions over a four-year period from 41 pre-service teachers using both TLC and SEB survey instruments. The results revealed that pre-service teachers started their first year with strong CTLCs (Constructivist Teaching and Learning Conceptions) and the mean scores increased slightly when the grade level increased. Also, throughout the program while the CTLCs mean scores were increasing, the TTLCs (Traditional Teaching and Learning Conceptions) mean scores were decreasing. Furthermore, SEBs' mean scores obtained from each measurement were very similar and almost all mean scores were in agreement that pre-service teachers hold TSEBs (Traditional Scientific Epistemological Beliefs). Also, positive and moderate significant relationships were discovered between all measurements of the CTLCs and SEBs. This meant that while CTLCs mean scores were increasing the TSEBs were also increasing. Because of these results, it is suggested that teacher educators create unique opportunities that will enhance pre-service teachers' awareness of their pre-existing beliefs in order to create some consistency of beliefs. Further studies should be conducted on pre-service teachers' beliefs and conceptions as they relate to their pedagogical practices, as well as, to what types of experiences impact the development of these beliefs and conceptions.