ABSTRACT

We examined epistemological and ontological beliefs using pre–posttest surveys, essays, and end-of-semester interviews on a sample of 16 graduate students enrolled in an education class at a large university in the western United States. We made two predictions. The first was that the majority of students would hold consistent beliefs across the 15-week semester. The second was that participation in action research would promote reflection and critical awareness of personal beliefs and how those beliefs are related to teaching practice. Results indicated that approximately 63% of participants had consistent beliefs. Another 30% experienced minor changes, whereas only one experienced substantial change. As expected, participation and reflection positively affected all students by enhancing awareness and development of beliefs. We describe four ways that participatory action promoted greater understanding of course information and personal beliefs. We concluded that whereas beliefs do not change during a 15-week course, educational experiences nevertheless helped teachers develop explicit awareness of their beliefs and use this awareness to make informed curricular and pedagogical choices in their classrooms. We summarized these findings in a 4-stage sequence that links action research to greater awareness and changes in teachers' intended classroom practice.