International Journal of Education and Management Engineering (IJEME)
IJEME Vol. 15, No. 2, 8 Apr. 2025
Cover page and Table of Contents: PDF (size: 411KB)
Prospective Teachers' Epistemological Beliefs and their Perceptions of Learning through Tools within their Digital Culture
PDF (411KB), PP.19-28
Views: 0 Downloads: 0
Author(s)
Zaid Abdelkarim
1
Ou-sekou Youssef
1,2,*
Fatiha Kaddari
3
Index Terms
Epistemological Beliefs, Personal Epistemology, Digital Culture, Prospective Teachers, Teachers’ Training
Abstract
The objective of this article is to characterize the personal epistemological beliefs of prospective primary school teachers regarding their learning experiences through specific digital tools related to their digital culture. The research is conducted in the form of a survey among a sample of prospective primary school teachers in Morocco. The results of this study indicate that the beliefs of prospective teachers vary depending on the digital tool used. Prospective teachers state that the content posted on social networks and personal blogs of trainers is understandable. They are willing to question content published on social networks, while a great number of subjects are inclined to question content published on personal blogs and institutional portals. They fully accept ideas and content published on networks and personal blogs by authors whom they consider more experienced than themselves. They also state that they rely on experts rather than trusting a consensus of respondents regarding a given conten.
Cite This Paper
Zaid Abdelkarim, Ou-sekou Youssef, Kaddari Fatiha, "Prospective Teachers' Epistemological Beliefs and their Perceptions of Learning through Tools within their Digital Culture", International Journal of Education and Management Engineering (IJEME), Vol.15, No.2, pp. 19-28, 2025. DOI:10.5815/ijeme.2025.02.03
Reference
[1]Lahchimi, M. (2015). La réforme de la formation des enseignants au Maroc. Revue internationale d’éducation de Sèvres, 69, 21–26. https://doi.org/10.4000/ries.4402
[2]Benali, M., Azzimani, T., Kaddouri, M., & Boukare, M. (2018). Compétences numériques chez les futurs enseignants marocains en formation initiale : Enjeux épistémologiques. Revue internationale des technologies en pédagogie universitaire, 15(3), 34. https://doi.org/10.18162/ritpu-2018-v15n3-03.
[3]Ou-sekou, Y., kaddari, F., & Zaid, A. (2021). Characterizing the Digital Culture of Prospective Primary School Teachers. Education Research International, 2021, 9968216. https://doi.org/10.1155/2021/9968216
[4]Perry, W. (1970). Forms of intellectual and ethical growth in the college years. New York: Holt, Reinhart, & Wilson.
[5]Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of educational psychology, 82(3), 498.
[6]Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435–443. https://doi.org/10.1037/0022-0663.84.4.435
[7]Schommer, M., & Dunnell, P. A. (1994). A comparison of epistemological beliefs between gifted and non‐gifted high school students. Roeper Review, 16(3), 207–210. https://doi.org/10.1080/02783199409553575
[8]Hofer, B. K. (2000a). Dimensionality and Disciplinary Differences in Personal Epistemology. Contemporary Educational Psychology, 25(4), 378–405. https://doi.org/10.1006/ceps.1999.1026
[9]Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, 29(2), 129–163. https://doi.org/10.1016/j.cedpsych.2004.01.002
[10]Ailincai, R., Alì, M., & Alby, S. (2018). Epistemic Activities, Schooling and Parenting Styles: A Case Study in French Guiana Rural Contexts. Contextes et Didactiques. Revue Semestrielle En Sciences de l’éducation, 12, Article 12. https://doi.org/10.4000/ced.1119
[11]Aypay, A. (2010). The adaptation study of General Self-Efficacy (GSE) Scale to Turkish. Inonu University Journal of the Faculty of Education, 11, 113–131. https://toad.halileksi.net/wp-content/uploads/2022/07/genel-oz-yeterlik-olcegi-toad.pdf
[12]Tanriverdi, B. (2012). Pre-Service Teachers’ Epistemological Beliefs and Approaches to Learning. Procedia - Social and Behavioral Sciences, 46, 2635–2642. https://doi.org/10.1016/j.sbspro.2012.05.538
[13]Wanlin, P., Laflotte, L., & Crahay, M. (2019). Enseignants en formation : Croyances épistémiques et conceptions de l’apprentissage et de l’enseignement. Recherche et formation, 90, 119–134. https://doi.org/10.4000/rechercheformation.5142
[14]Güneş, E., & Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers’ digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96–106. https://doi.org/10.1016/j.compedu.2017.11.012
[15]Therriault, G., & Harvey, L. (2013). Epistemological beliefs and their relationship to the knowledge of preservice secondary school teachers. Prospects. https://doi.org/10.1007/s11125-013-9288-4
[16]Altet, M. (2012). Comment articuler Formation et Recherche : L’exemple des apports des recherches du Réseau OPEN sur les pratiques enseignantes à la formation des enseignants. https://revuedeshep.ch/pdf/14/03_altet.pdf
[17]Crahay, M., Wanlin, P., Issaieva, É., & Laduron, I. (2010). Fonctions, structuration et évolution des croyances (et connaissances) des enseignants. Revue française de pédagogie. Recherches en éducation, 172, 85–129. https://doi.org/10.4000/rfp.2296
[18]Dimov, B. C., Atanasoska, T., Iliev, D., Andonovska-Trajkovska, D., & Seweryn-Kuzmanovska, M. (2015). Importance of Investment in Research’s of Students and Teachers Epistemological and Pedagogical Beliefs. Procedia - Social and Behavioral Sciences, 191, 1299–1303. https://doi.org/10.1016/j.sbspro.2015.04.582
[19]Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre‐service teachers in Singapore. Educational Media International, 43(4), 285–298. https://doi.org/10.1080/09523980600926242
[20]Hofer, B. K., & Pintrich, P. R. (1997). The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.3102/00346543067001088
[21]DeVellis, R. F. (2003). Scale development: Theory and applications /. SAGE Publications, Inc.,
[22]Szeto, E., Cheng, A. Y.-N., & Hong, J.-C. (2016). Learning with Social Media: How do Preservice Teachers Integrate YouTube and Social Media in Teaching? The Asia-Pacific Education Researcher, 25(1), 35–44. https://doi.org/10.1007/s40299-015-0230-9
[23]Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2015). Teachers’ beliefs and uses of technology to support 21st-century teaching and learning. International Handbook of Research on Teacher Beliefs, 403.
[24]Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010a). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112.
[25]Lau, W. W. F. (2018). Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1611. https://doi.org/10.29333/ejmste/94228
[26]Olson, J., Clough, M., & Penning, K. (2009a). Prospective elementary teachers gone wild? An analysis of Facebook self-portrayals and expected dispositions of preservice elementary teachers. Contemporary Issues in Technology and Teacher Education, 9(4), 443–475.
[27]Biberman-Shalev, L. (2018). Personal blogs or communal blogs? Pre-service teachers’ perceptions regarding the contribution of these two platforms to their professional development. Teaching and Teacher Education, 69, 253–262. https://doi.org/10.1016/j.tate.2017.10.006
[28]Rebah, H. B., & Dabove, G. M. (2017). Étude de la motivation autodéterminée des étudiants dans le contexte d’une activité pédagogique faisant appel à Facebook comme plateforme d’échange. Distances et Médiations Des Savoirs. Distance and Mediation of Knowledge, 17.
[29]Noroozi, O., McAlister, S., & Mulder, M. (2016). Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2297
[30]Borup, J. (2016). Teacher Perceptions of Learner-Learner Engagement at a Cyber High School. The International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2361
[31]Lunn Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological beliefs in preserve teacher education students. Teaching in Higher Education, 6. https://doi.org/10.1080/13562510120045221