Epistemological beliefs of secondary school teachers in light of their teaching practices based on the grounded theory

Abstract

The current study aimed to identify the epistemological beliefs of secondary school teachers in light of their teaching practices. The researchers applied the qualitative approach based on the method of grounded theory. Data were collected through classroom observations, interview sheets and focus groups. Having determined the credibility and reliability of the instruments, the data were thoroughly read, and analysed using the topology data model. Results indicated the participants' responses converged in the dimension of the nature and certainty of knowledge, the dimension of knowledge acquisition and in the speed of knowledge acquisition, while responses varied in the dimension of the concept of epistemological beliefs, the dimension of the sources of epistemological beliefs and the factors in their formation, and in the dimension of knowledge authority. The study highlighted the importance of integrating epistemological beliefs in teachers' qualification programmes to practise such beliefs in the classroom environment.

Keywords: Epistemological Beliefs, Teaching Practices, Secondary School Teachers