Turkish elementary student teachers' epistemological beliefs and moral reasoning


Topcu M. S.

EUROPEAN JOURNAL OF TEACHER EDUCATION, vol.34, no.1, pp.99-125, 2011 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 34 Issue: 1
  • Publication Date: 2011
  • Doi Number: 10.1080/02619768.2010.534132
  • Title of Journal : EUROPEAN JOURNAL OF TEACHER EDUCATION
  • Page Numbers: pp.99-125

Abstract

The purpose of the present study was to explore the relationships among Turkish elementary student teachers' epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers' epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers' epistemological beliefs.