Pre-service teachers' epistemic thinking in an inquiry-based early childhood laboratory school : an exploratory case study

Abstract

At the intersection of scholarly literature on education psychology and early childhood education, documentation of pre-service teachers (PSTs) epistemic thinking can serve to clarify and guide how instructional practice is interpreted. This exploratory case study fills a critical gap in the field of epistemology by providing a profile of PSTs beliefs contextualized in a laboratory school supportive of inquiry-based methods for teaching and learning. Using qualitative content analysis, data compiled from interviews and observations of teaching were analyzed from a convenience sample of eight PSTs located in a Midwestern university. Analysis on the individual level, and across the data, revealed the epistemic patterns of thinking deduced from the theoretical work of Hofer (1999) and Kuhn (2001) as articulated in a hybrid model by Feucht (2011). A survey of epistemic beliefs that pre-service teachers could reflect upon in the laboratory school setting is presented alongside key implications for practice. Key findings suggest PSTs demonstrated the capacity to reflect upon a variety of beliefs, with sources of authority for receiving knowledge being witnessed as having an influence on interpretation of practice. Teacher candidates uniquely espoused the value of learning from experience to make judgements about instructional practice; however, participants generally justified practice from subjective positions as opposed to coupling their reflective capacities with evidenced-based theory. Therefore, triangulation revealed an overall pattern of epistemic thinking where six individuals were recognized as having beliefs reflective of a multiplistic nature. In addition, one PST evidenced evaluativistic tendencies, while another's beliefs could not be verified, signifying a period of transition regarding epistemological development was occurring. This work is dedicated to all those who act on the belief that children are a pillar of community. We all benefit from the respect in your voice and potential in your eyes. 6 AcknowledgementsIn loving memory of the unsung educators who have gone before us, including Beth Lowe, Edita Ljevo, and my parents, Felix and Pansy Foss. On this side of the veil, the wisdom found in their life's work protecting children and legacy of care resonates.Special thanks to Karen Harbeck, my dissertation committee, and to all of those at Northeastern who advocate for research that supports a more just and equitable world. I would be remiss not to recognize all of the teachers that took part in this study as well as Nathan Ziegler, Kay Cutler, Laura Gloege, Greg Strong, Cory Willey and a host of friends in the scholarly community that know how to move the needle forward. I would also like to acknowledge any reader working on their own dissertation, who may take heart that any completed and polished project conceals the early morning writing, false starts, and multiple iterations. This project was developed through conversations with children, families, and educators over four cou...