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.

Citation

Deng, F., Chai, C.S., Tsai, C.C. & Lee, M.H. The Relationships among Chinese Practicing Teachers' Epistemic Beliefs, Pedagogical Beliefs and Their Beliefs about the Use of ICT. Journal of Educational Technology & Society, 17(2), 245-256. Retrieved June 30, 2022 from https://www.learntechlib.org/p/156071/.

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Constructivism (Learning)
• Correlation
• Epistemology
• Factor Analysis
• Foreign Countries
• information technology
• Measures (Individuals)
• Secondary School Teachers
• Statistical Analysis
• Structural Equation Models
• Surveys
• teacher attitudes
• teaching methods