Can the Study of Students’ Epistemological Beliefs and Epistemic Match Help Us to Explore the Disciplinary Nature of Education Studies?

O’Siochru, Cathal (2018) Can the Study of Students’ Epistemological Beliefs and Epistemic Match Help Us to Explore the Disciplinary Nature of Education Studies? Educational Studies. pp. 1-16. ISSN 0013-1946 (Print) 1532-6993 (Online)

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Abstract

In the United Kingdom, education studies degree courses offer students with a range of career plans both inside and outside the formal education system, a chance to study the foundations of education. The disciplinary nature of education studies has been debated from a variety of theoretical perspectives. This article explores the usefulness of the concept of personal epistemological beliefs in exploring the issue of disciplinarity in education studies and contributing to that debate. An empirical study utilizing measures of personal epistemological beliefs and epistemic match sought to establish whether students on an education studies degree course in the United Kingdom took an interdisciplinary or multidisciplinary approach to applying the disciplines of education studies to their assignments. The results show students apparently alternating between these two approaches and thus highlighting some of the potential of personal epistemological beliefs in exploring the nature of education studies and other similar courses

Item Type: Article
Additional Information and Comments: This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Educational Studies, online 10th January 2018 [copyright Taylor & Francis], available online at https://www.tandfonline.com/doi/abs/10.1080/00131946.2017.1413369
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Philippa Williams
Date Deposited: 14 Mar 2018 09:17
Last Modified: 23 Apr 2018 10:24
URI: http://hira.hope.ac.uk/id/eprint/2403

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