Pre-Service Teachers’ Growth in Epistemic Cognition Through Learning Pedagogical Knowledge

Abstract

This study examined pre-service teachers’ growth in epistemic cognition by learning pedagogical knowledge. We evaluated whether pre-service teachers could describe a classroom practice’s aim, processes, and ideals coherently by referring to the pedagogical knowledge they had learned in a course on learning theories. The results suggested that they did not necessarily recognize that aims, processes, and ideals should be coherent as components of the lesson.