Naïve or sophisticated? Assessing teachers’ epistemic beliefs in relation to in- and out-of-field teaching

• In Event: Division H Vice President International Symposium: Epistemic Beliefs in Education: How Knowledge and Knowing Shape Teacher Practice Across Disciplines

Abstract

The teaching profession is essential for fostering critical thinking and democratic values. Continuous professional development is crucial, especially given technological and global challenges. However, the shortage of qualified teachers has led to out-of-field teaching, where teachers instruct subjects they are not trained in, negatively affecting both teachers and students (Price et al., 2019; Richter et al., 2019). Teacher beliefs, particularly epistemic beliefs—how teachers perceive knowledge—play a key role in lesson planning, especially in subjects outside their expertise (Hofer & Pintrich, 1997). Epistemic sophistication, which develops with education, can influence teaching effectiveness and student outcomes (Bråten & Ferguson, 2015). This study investigates whether teachers’ epistemic sophistication varies between in-field and out-of-field teaching contexts in Austrian secondary education. An explanatory mixed-methods design will assess the impact of teaching scenarios and feedback on epistemic sophistication. Results from a pilot study will inform future improvements.

Authors

• Marcel Mayr, University of Linz

• Johannes Kepler, University of Linz

• Jana Groß Ophoff, University College of Teacher Education Vorarlberg