Which Epistemic Processes Occur When Pre-Service Teachers Reflect on Practitioners’ Misconceptions?

Reflection can help pre-service teachers in practical phases to process anecdotal evidence (and possible misconceptions contained therein) appropriately for their professional development. In an exploratory approach, we analyze the think-aloud protocols of eleven pre-service teachers for primary education who reflect on anecdotal evidence. First, we examine whether and to what extent they identify and address misconceptions. Then, we use the AIR model of epistemic cognition to investigate which epistemic processes occur when pre-service teachers reflect on anecdotal evidence. Finally, through a qualitative comparison of three protocols, we explore possible connections between the use of epistemic processes and the processing of misconceptions. While all participants noticed a misconception from the field of educational sciences and dealt with it to varying degrees of proficiency, the subject-specific didactic misconception was hardly addressed despite causing irritation, and the content-specific misconception remained unnoticed. We were able to differentiate epistemic processes in the subcategories of noticing, reasoning, conclusion, and alternative actions as well as application of epistemic ideals. Pre-service teachers who recognized a misconception and elaborated on it with scientific knowledge seem to use epistemic processes differently, which is more concretely related to the given lesson plan. We discuss the results with regard to possible implications for university teacher training and further research desiderata.