Impact Of Ghanaian In-Service Teachers’ Epistemological Beliefs On Their Instructional Practices
Impact Of Ghanaian In-Service Teachers’ Epistemological Beliefs On Their Instructional Practices
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Date
2018
Authors
Manu, Jacob
Akyina, K O
Hung, W
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Volume Title
Publisher
International Journal of Innovative Research and Advanced Studie
Abstract
: Epistemological belief systems continue to receive the attention of researchers from Western and Asian
contexts. However, nations in Sub-Saharan Africa are yet to join this important discussion. The main purpose of this
study was to investigate the epistemological beliefs and instructional practices of in-service teachers in Ghana and how
these beliefs related to instructional practices. The results indicated that Ghanaian in-service teachers had somewhat
novice epistemological beliefs. The researcher found significant differences among the four dimensions of
epistemological beliefs. The results also indicated no correlational relationship between epistemological beliefs and
instructional practices of in-service teachers in Ghana. However, there were significant correlational relationships
between epistemological beliefs and instructional practices based on the years of teaching. The implications for practice
are discussed.
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Citation
Manu, J., Akyina, K. O., & Hung, W. (2018). Impact Of Ghanaian In-Service Teachers’ Epistemological Beliefs On Their Instructional Practices.