Articlediamond2014

The Relationships among Chinese Practicing Teachers' Epistemic Beliefs, Pedagogical Beliefs and Their Beliefs about the Use of ICT.

Ching Sing Chai · Chin‐Chung Tsai · Min‐Hsien Lee

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Educational Strategies and Epistemologies Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies

Abstract

This study aimed to investigate the relationships among practicing teachers ’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT through survey methodology. Participants were 396 high school practicing teachers from mainland China. The path analysis results analyzed via structural equation modelling technique indicated that the systemic relationships among these three types of beliefs were nested. Specifically, teachers ’ sophisticated beliefs about the source of knowledge were aligned with constructivist pedagogical beliefs and constructivist use of ICT, with one belief highly related to another.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 1988Structural equation modeling in practice: A review and recommended two-step approach.1998Principles and Practice of Structural Equation Modeling 2005Principles and practice of structural equation modeling, 2nd ed.1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning 2005Teacher pedagogical beliefs: The final frontier in our quest for technology integration?1987The role of beliefs in the practice of teaching 2002Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers

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