ABSTRACT
This chapter describes a study that examined the personal epistemologies of teachers at various stages of professional experience. Using a cross-sectional approach, four groups of teachers were identified: (1) beginning pre-service teachers (n = 174); (2) completing preservice teachers (n = 146); (3) new teachers (n = 140); and (4) experienced teachers (n = 37). Statistical analyses using MANOVA found significant differences between groups in the nature of the epistemological beliefs of the teachers. Experienced teachers viewed knowledge as more complex and uncertain compared to teachers with less experience. Experienced teachers also viewed learning ability as more fixed than teachers who had spent less time in classrooms. Based on the findings, recommendations are made regarding teacher education and teacher professional development that includes raising awareness of the importance of teachers' beliefs in relation to practice. This may allow the development of a more nuanced understanding of the impact of teachers' personal epistemologies on student learning.
