Examining Epistemological Beliefs of Pre-service Teachers in Korea

Abstract

The purpose of the present study is to examine the nature of epistemological beliefs held by pre-service teachers in Korea. While a considerable body of research on personal epistemology has been conducted in Asian contexts, findings related to Korean samples have been rarely reported in the literature on personal epistemology. This research aims to examine two main research questions: (a) What is the overall profile of the epistemological beliefs of Korean pre-service teachers? (b) What factors are significantly affecting the nature of epistemological beliefs of Korean pre-service teachers? Participants include 1,006 students in secondary teacher education programs at two universities in Korea. A survey instrument was designed based on the translation of the Epistemological Beliefs Inventory (EBI). This study reveals that only three factors of epistemological beliefs could be confirmed: Certain Knowledge, Quick Learning, and Innate Ability. Regarding relationships among epistemological beliefs and other examined variables, gender and academic domains appear to be significant factors while other developmental factors and teaching-related factors were not statistically significant. Findings of the present study may provide a useful addition for deepening our current understanding of personal epistemology in the Asian cultural contexts, and provide baseline data to inform future research on epistemology and pedagogy among pre-service teachers.