Teachers’ Perspectives, Epistemological Understanding and Critical Thinking Related to Case Studies: Transfer From an Educational Psychology Course Into the Classroom

• In Event: Self-Knowledge, Metacognition, and Motivation in Preservice Teacher Education

Abstract

This study follows up previous research investigating students’ levels of epistemological understanding and perspectives on the meaningfulness of case studies in an educational psychology course. The previous research investigated pre-service students’ perspectives, levels of epistemological understanding and critical thinking dispositions. This study investigated these qualities of a subgroup of the original students who are currently K-12 teachers. We wished to determine what these teachers remembered about the cases studied in their EPY class six years previous and what they transferred into their current teaching. Findings indicate that although specifics of cases were not remembered, the subjects transferred EPY knowledge, critical thinking and problem solving skills, and an evaluativist epistemological understanding of teaching from pre-service education into their K-12 classroom experience.

Authors

• Diana Akhmedjanova, The College of Saint Rose

• James D. Allen, College of Saint Rose