TEACHERS’ EPISTEMIC BELIEFS AND THEIR PEDAGOGICAL BELIEFS: A QUALITATIVE CASE STUDY AMONG SINGAPOREAN TEACHERS IN THE CONTEXT OF ICT-SUPPORTED REFORMS

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.