The influence of epistemological beliefs on the lesson planning skills of student teachers

Project management:

Dr Tom Selisko

 

Contributors:

Prof. Dr Jasmin Decristan

Jan-Friso Heeren

 

Project description: The aim of the project is to investigate the influence of student teachers' epistemological beliefs on their lesson planning skills. Student teachers, like no other group of students, experience the conflict of competing epistemological beliefs while at the same time forming and consolidating their own beliefs (Gill et al., 2004; Zwaal & and Otting, 2013). While the acquisition of knowledge is theoretically presented as a complex and individual construction process that describes knowledge as changeable, contextual and constructivist (i.e. corresponding to a more demanding level), the practical implementation in schools, but also partly at universities, is characterised by supposed absolute truths that guarantee educational success if reproduced as accurately as possible (Gabriel-Busse et al., 2022; Hofer, 2000; King & Kitchener, 1994; Reusser & Pauli, 2014). Standardised guided interviews are intended to provide access to the investigation and recording of the prevailing beliefs of students in primary and special education and to enable the relationship to lesson planning competence

 

Duration: winter term 2025/26

Funding : The project is being realised with the support of the IfB Innovation Fund.

 

Students have the opportunity to participate in E über U as part of a research project. Following the theoretical introduction to the constructs (accompanying seminar - SOE999010), standardised guided interviews will be conducted, documented and evaluated. In combination with questionnaires on epistemological beliefs and possible further constructs, the presumed correlations are to be tested.