An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And In Inservice Teaschers.
An Investigation On Relationship Between Epistemological Beliefs And Instructional Practice Of Preservice And In Inservice Teaschers.
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Date
2015
Authors
Manu, Jacob
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Abstract
This quantitative research sought to investigate the relationship between epistemological
beliefs and instructional practice of preservice and inservice teachers. Despite the vigorous
emphasis and investment on the need for teachers to adopt teaching and learning practices that
are more authentic, learner-centered, project-based, meaningful, and context-based, there is a
growing trend where inservice teachers are trained in constructivist learning environment but end
up adopting traditional learning pedagogies. Thus, teachers are constantly struggling to
incorporate the tenets of constructivism into the teaching and learning process. With the use of
the discipline-focused epistemological beliefs questionnaire and instructional practice scale,
preservice and inservice teachers were purposively sampled to respond to the survey questions.
After gathering the data and analyzing the responses, the researcher found that there was
no significant difference between the epistemological beliefs of preservice and inservice
teachers. There were significant differences among the four dimensions of epistemological
beliefs (certainty/simplicity of knowledge, source of knowledge, justification for knowing, and
attainment of truth) for both preservice and inservice teachers. Also, there was evidence to
support the hypothesis that teachers did not have the same level of epistemological development
across the four dimensions studied. Finally, this research indicated that there were significant
positive correlational relationships between the overall epistemological beliefs and instructional
practice of preservice and inservice teachers. The implications for practice are discussed
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Citation
Manu, J. (2014). An investigation on relationship between epistemological beliefs and instructional practice of preservice and inservice teachers. The University of North Dakota.