Epistemological beliefs are subjective views about the nature of knowledge and knowing. A large number of research approaches are dedicated to this field. Yet, there is no research investigating the beliefs that pre-service teachers have towards educational psychology, a highly relevant domain for their prospective profession. Based on this theoretical background, two studies have been conducted. In the first study, epistemological beliefs with regard to contemporary educational psychology research and their change during a research-based lecture on educational psychology have been assessed (N = 82). In a second study, the aim was to examine these epistemological beliefs during different phases of a pre-service teacher programme (N = 252). Findings indicate that students entering a programme are already partly aware of the nature of educational psychology. Results also reveal that students’ knowledge and beliefs develop during the programme, although the relevance of educational psychology as being a central part future professional practice is not recognized. Findings also imply that especially the trust in scientific quality and the awareness of the importance of this field for teacher training and practice could be enhanced. Possible solutions could include more research-oriented courses and a more reflected integration of educational psychology within the curriculum.

认识论信念是关于知识和知识本质的主观观点。大量研究方法致力于该领域。然而，尚无研究调查认为，岗前教师对教育心理学的看法，这是与他们的预期职业高度相关的领域。基于此理论背景，进行了两项研究。在第一项研究中，对有关当代教育心理学研究的认识论信念及其在基于研究的教育心理学讲座中的变化进行了评估（N  = 82）。在第二项研究中，目的是检查职前教师计划不同阶段中的这些认识论信念（N = 252）。调查结果表明，进入课程的学生已经部分地意识到了教育心理学的本质。结果还表明，尽管教育心理学作为未来专业实践的核心部分的相关性尚未得到认可，但在课程期间学生的知识和信念得到了发展。研究结果还暗示，尤其可以增强对科学质量的信任以及对该领域对于教师培训和实践的重要性的认识。可能的解决方案可能包括更多以研究为导向的课程以及课程中教育心理学的更多体现。