September 10, 2025Disiplinlerarası Eğitim Araştırmaları DergisiOpen Access

Evaluation of the Relationship Between Pre-Service Teachers' Preprofessional Identity Perceptions and Epistemological Beliefs

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A low positive relationship was found between pre-service teachers' epistemological beliefs and their preprofessional identities.
The study included 227 pre-service teachers, with data collected via personal information forms and validated scales.
Analysis utilized SPSS25, focused on the Epistemological Beliefs Scale and Early Teacher Identity Measure.
Implications suggest that enhancing epistemological beliefs may influence the development of preprofessional identity.

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Implication

Observational analysis reveals a low positive relationship between epistemological beliefs and preprofessional identity in pre-service teachers, highlighting potential influences on teacher training.

Cite This Study

Yıldırım et al. (2025) studied this question.

synapsesocial.com/papers/68c23abeb210217d64781a77 https://doi.org/10.57135/jier.1715066

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Implication

Observational analysis reveals a low positive relationship between epistemological beliefs and preprofessional identity in pre-service teachers, highlighting potential influences on teacher training.

Evaluation of the Relationship Between Pre-Service Teachers' Preprofessional Identity Perceptions and Epistemological Beliefs

Key Points

Discussion

Implication

Cite This Study

Evaluation of the Relationship Between Pre-Service Teachers' Preprofessional Identity Perceptions and Epistemological Beliefs

Key Points

Discussion

Implication

Cite This Study

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