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. -151. ISSN 0305-5698

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Epistemic Match in Education Studies - Main Document - not for review v2.docx - Accepted Version
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Official URL: https://doi.org/10.1080/00131946.2017.1413369

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 Accepted Manuscript of an article published by Taylor & Francis in Educational Studies on 10th January 2018, available online: https://www.tandfonline.com/doi/full/10.1080/00131946.2017.1413369?needAccess=true"
Keywords: education, teacher education, personal epistemology, disciplinarity, interdisciplinary, multidisciplinary
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Cathal O'SIOCHRU
Date Deposited: 19 Apr 2018 08:53
Last Modified: 23 Apr 2018 10:22
URI: http://hira.hope.ac.uk/id/eprint/2452

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