Teachers Epistemic Beliefs and Their Pedagogical Beliefs: A Qualitative Case Study among Singaporean Teachers in the Context of ICT-Supported ReformsReportar como inadecuado




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Turkish Online Journal of Educational Technology - TOJET, v9 n4 p128-139 Oct 2010

Many current ICT-supported reform efforts demand teachers to assume the role of epistemic facilitator of knowledge construction supported by technology. It is thus important for teacher educators to understand teachers' epistemic beliefs. This qualitative study investigated seven Singaporean in-service teachers' epistemic beliefs and their pedagogical beliefs. Two interviews were conducted for each teacher. Employing a case study design, the transcripts were analyzed for assertions that reflected the teachers' beliefs. Results indicated that all seven teachers expressed more or less relativistic epistemic beliefs. The pedagogical beliefs held by teachers were more knowledge transmissionist in orientation. Results also implied that the relationship between epistemic beliefs and pedagogical beliefs seemed to be mediated by teachers' awareness of students' readiness and what they perceived as their priorities in the school context. (Contains 1 table.)

Descriptors: Foreign Countries, Teacher Attitudes, Case Studies, Qualitative Research, Educational Technology, Computer Uses in Education, Teaching Methods, Epistemology, Interviews, Knowledge Level, Technology Integration, Constructivism (Learning), Conventional Instruction, Innovation, Educational Change, Elementary School Teachers

Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet[at]sakarya.edu.tr; Web site: http://www.tojet.net





Autor: Chai, Ching Sing

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4608&id=EJ908079



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