Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17817
Title: Theorizing teacher epistemology: An exploratory case study of primary and secondary schools in the Philippines
Authors: Go, Johnny
Reyes, Vicente
Chai, Ching Sing
Issue Date: 2014
Publisher: Policy and Leadership Studies (PLS) Academic Group, National Institute of Education, Singapore
Citation: PLS Working Papers Series, No. 9, pp 1-18
Series/Report no.: PLS Working Papers Series;9
Abstract: Five epistemological belief dimensions were identified from a survey study of a sample of 1068 practicing Filipino teachers from 14 primary and secondary Catholic schools. The dimensions of epistemological beliefs of this sample— identified as Authority/Expert Knowledge, Learning Effort, Learning Process, Fixed Ability, and Innate Ability—differed from previous studies that employed Chan & Elliott’s Epistemological Beliefs Questionnaire (EBQ) possibly due to differences in socio-cultural contexts. For future investigations of teacher epistemology for Philippine samples, a six- factor model of epistemological belief dimensions is proposed, which suggests an additional hypothesized dimension labelled “Access to Knowledge” that requires empirical confirmation. The relevance of the study’s findings and their implications on the participating schools were also discussed, especially in relation to staff professional development programs.
URI: http://hdl.handle.net/10497/17817
ISSN: 2239-5249
Appears in Collections:Working Papers

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