TEACHERS' EPISTEMOLOGICAL BELIEFS, THEIR CONCEPTIONS FOR THE TEACHING AND STUDENTS' BELEIFS
Abstract
Epistemological beliefs (EBs) have recently attracted the interest of many scholars and educational researchers. In brief, EBs refer to one's conceptions, views and judgments about the nature of knowledge and knowing. The importance of EBs in education derives from a general feeling, which is gradually supported by evidence, that EBs relate to teachers’ didactical practices and hence to students learning and feelings.
In this paper we examine teachers' EBs about mathematics, their conceptions about teaching and learning, the relation between these two constructs, and the relation between teachers' and students' EBs. Two self report questionnaires were completed by 181 primary teachers, one measuring epistemological beliefs and the other teachers' conceptions about teaching. A modified version of the EBs questionnaire was also administered to 332 students, including the students of five identifiable teachers. Semi-structured interviews were taken from two of these teachers as well as from two of their students, for deeper examination of their EBs and conceptions.
Exploratory factor analysis revealed that teachers EBs comprise of five factors reflecting: Certainty of knowledge, Simplicity, Source of knowledge. Quickness, and Ability of acquiring knowledge; teachers' conceptions about teaching comprise of two factors, one reflecting child-centered and the other teacher-centered approaches. It was found that Cypriot teachers in general have rather availing than non-availing EBs as well as child-centered rather than teacher-centered conceptions of teaching. No difference in EBs was found according to gender, while more experienced teachers were found to have less availing EBs than their younger counterparts. The latter difference can be ascribed to academic background- the younger teachers were university graduates, while the older have studied in Pedagogical Academies. Teachers with availing EBs were found to have child-centered conceptions of teaching, while teachers with non-availing EBs were found to have traditional views about teaching. The analysis of qualitative data indicates that students EBs tend to be influenced be their teachers EBs.
Article Details
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Φιλίππου (Giorgos Philippou) Γ., Μονογυιού (Annita Monogiou) Α., & Καουρή Z. (2018). TEACHERS’ EPISTEMOLOGICAL BELIEFS, THEIR CONCEPTIONS FOR THE TEACHING AND STUDENTS’ BELEIFS. Research in Mathematics Education, (4), 39–71. https://doi.org/10.12681/enedim.18825
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