The Effect of Pre-service Teachers' Epistemological Beliefs on Teaching Approaches

Abstract

At the beginning of last century, the curriculum based on constructivist approach which is the essential of education reforms has become a foundation to solution seeking. It is obvious that the researches in literature could not provide the desired achievement. Only the existence of programs that are based on student centered approaches are not adequate for the qualified education. Teachers who implement these programs teaching approaches might be appropriate for student centered education perspective. Eventually teachers' teaching approaches affect students' learning styles and their learning process. There are various classifications in literature about teachers' learning and teaching approaches. The two most common classifications are constructivist and traditional approaches. Teachers' learning and teaching perceptiveness are affected by many variables. One of them is epistemological beliefs. Determining teachers' teaching perceptiveness and the epistemological beliefs contribute