We assume that the central focus of epistemology is propositional knowledge (S knows that P). However, since some true beliefs are true by accident, the central question raised by epistemologists is: What becomes a mere true belief into knowledge? There are several answers to this question, many of them conflicting with each other. Among the answers we find two perspectives that compete with each other as the necessary and sufficient conditions for knowledge, namely, the internalist and externalist perspectives. For the epistemological externalism mind the external factors in the formation of belief. The research aims to discuss some issues that connect externalism a proper way of thinking about truth and what we do when we take a belief to be true. The theoretical discussion will use the externalist perspective of Alvin Goldman seeking a normative theory of justification, assuming that a belief is caused by a reliable process. Goldman, for example, states that the explanation of justified belief is necessary for knowledge and is closely related to it. Asserts that the term "justified" is an evaluative term and any correct definition or synonym for "justified" would also be an evaluative term. Thus, Goldman seeks a normative theory of justification for such a search to specify the conditions for substantive epistemic belief. However, he said conditions should be a non-epistemic, that is, necessary and sufficient conditions that do not involve any epistemic notions. Goldman complains that most of the time it is assumed that someone has a justified belief because that person knows that the belief is justified and know what is the justification. This means that justification is an argument or a set of reasons that can be given in favor of a belief, but it just tells us that the nature of justified belief with regard to what a person might say if asked to defend or justify belief. Instead, Goldman thinks that a belief is justified only by some process or property that makes it justified. / Partiremos do pressuposto que o foco central da epistemologia é o conhecimento proposicional (S sabe que P). Entretanto, uma vez que algumas crenças verdadeiras são verdadeiras por acaso, a questão central formulada pelos epistemólogos é a seguinte: O que converte a mera crença verdadeira em conhecimento? Existem diversas respostas para essa questão, muitas delas conflitantes entre si. Entre as respostas encontramos duas perspectivas que competem entre si quanto às condições necessárias e suficientes para o conhecimento, a saber, as perspectivas internalista e externalista. Para o externalismo epistemológico importam os fatores externos na formação da crença. A pesquisa procura discutir algumas questões que conectam o externalismo a uma adequada maneira de pensar sobre a verdade e o que fazemos quando tomamos uma crença como sendo verdadeira. Como referencial teórico utilizaremos a perspectiva externalista de Alvin Goldman que busca uma teoria normativa da justificação, pressupondo que uma crença é originada por um processo confiável. Goldman, por exemplo, afirma que a explicação da crença justificada é necessária para o conhecimento e está intimamente relacionada a ele. Assevera que o termo justificada é um termo valorativo e qualquer definição correta ou sinônimo de justificada seria também um termo valorativo. Assim, Goldman busca uma teoria normativa da justificação, para tal procura especificar as condições substantivas para a crença epistêmica. Contudo, afirma que tais condições deverão ser condições não epistêmicas, isto é, condições necessárias e suficientes que não envolvem quaisquer noções epistêmicas. Goldman critica que na maioria das vezes se assume que alguém tem uma crença justificada porque essa pessoa sabe que a crença é justificada e sabe qual é a justificação. Isso significa dizer que a justificação é um argumento ou um conjunto de razões que podem ser dadas a favor de uma crença, mas isso simplesmente nos diz que a natureza da crença justificada diz respeito ao que uma pessoa poderia dizer se fosse solicitada a defender ou justificar sua crença. Ao contrário, Goldman pensa que uma crença só é justificada através de algum processo ou propriedade que a torna justificada.

In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that could equip them with professional knowledge base that is foundational to any profession. Therefore the question: what are the sources and application of professional knowledge among teacher educators appeared justifiable. Arguably, the teacher educators’ professional knowledge is intricately linked to education practice. Teacher educators have to address the discrepancy between education policy and practice through the training of student teachers who, in turn, have to contribute to the quality of the Lesotho education system. An interpretivist approach was followed in undertaking this study. Data was collected through: narratives, observations of teacher educators and analysis of the curriculum and assessment documents. The unit of analysis was eight teacher educators who are based at the National University of Lesotho’s Faculty of Education. Verification of the extent to which the topic was researchable was through undertaking a pilot study with six teacher educators who were based in the department of Educational Foundations in the same faculty. The analysis of the data revealed an immersion in the teacher educators’ professional landscape provides them ample opportunities to learn from an array of experiences. They accumulated experienced-based professional knowledge relevant to their world of work as they learn to teach, construct, apply and model it in the context that is uniquely teacher education. They have learned to teach teachers mainly from existing education practices which perpetuate what already exists. They face numerous challenges; their teaching is biased towards conventional teaching techniques of a transmissive nature and to a less extent interactive techniques; construction of professional knowledge remains a complex and challenging undertaking. Opportunities to construct own teaching research-based knowledge and supervision of student research are limited. In practice teacher educators have to rethink their pedagogy. Engaging in research adopting a “self-study” approach is unavoidable. Research will enhance their professional development and the quality of the student teachers. / Thesis (PhD)--University of Pretoria, 2011. / Humanities Education / unrestricted

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