Epistemological beliefs and their relationship to the knowledge of preservice secondary school teachers

The authors analyse epistemological beliefs and their relationship to the knowledge developed by students engaged in a reorganized programme of training for secondary school teachers in quebec. they examine two contexts for initial training: the training in their discipline that university students follow,and the practical training students undertake in the school environment. qualitative data were obtained through critical exploration (piagetian) interviews with twelve pre-service teachers. these results made it possible to outline multiple epistemological postures,and to describe the tensions between the subject-related and practical aspects of initial training. in particular,based on an analysis of their epistemological beliefs and their relationship to knowledge,it would appear that pre-service teachers develop a less refined approach through practical training than they attain at university. finally,the authors raise some issues concerning teacher training. © 2013 unesco ibe.