Prospective Teachers' Epistemological Beliefs and their Perceptions of Learning through Tools within their Digital Culture

The objective of this article is to characterize the personal epistemological beliefs of prospective primary school teachers regarding their learning experiences through specific digital tools related to their digital culture. The research is conducted in the form of a survey among a sample of prospective primary school teachers in Morocco. The results of this study indicate that the beliefs of prospective teachers vary depending on the digital tool used. Prospective teachers state that the content posted on social networks and personal blogs of trainers is understandable. They are willing to question content published on social networks, while a great number of subjects are inclined to question content published on personal blogs and institutional portals. They fully accept ideas and content published on networks and personal blogs by authors whom they consider more experienced than themselves. They also state that they rely on experts rather than trusting a consensus of respondents regarding a given conten.