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

Autor/in	Chai, Ching Sing
Titel	Teachers' Epistemic Beliefs and Their Pedagogical Beliefs: A Qualitative Case Study among Singaporean Teachers in the Context of ICT-Supported Reforms
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 9 (2010) 4, S.128-139 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	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; Singapore + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Case study; Fallstudie; Case Study; Qualitative Forschung; Unterrichtsmedien; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Interviewing; Interviewtechnik; Wissensbasis; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Singapur
Abstract	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.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10