Impact Of Ghanaian In-Service Teachers’ Epistemological Beliefs On Their Instructional Practices

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dc.contributor.authorManu, Jacob
dc.contributor.authorAkyina, K O
dc.contributor.authorHung, W
dc.date.accessioned2023-11-28T17:05:12Z
dc.date.available2023-11-28T17:05:12Z
dc.date.issued2018
dc.description.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.
dc.identifier.citationManu, J., Akyina, K. O., & Hung, W. (2018). Impact Of Ghanaian In-Service Teachers’ Epistemological Beliefs On Their Instructional Practices.
dc.identifier.issn2394-4404
dc.identifier.urihttps://ir.aamusted.edu.gh/handle/123456789/1021
dc.language.isoen
dc.publisherInternational Journal of Innovative Research and Advanced Studie
dc.titleImpact Of Ghanaian In-Service Teachers’ Epistemological Beliefs On Their Instructional Practices
dc.typeArticle
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