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Epistemological Beliefs and Teaching Practices of ICT Teachers in Jordan

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This study examines the Jordanian in-service ICT teachers’ epistemological beliefs, their preferences concerning teaching practices, and the influence of in-service ICT teachers’ epistemological beliefs in their teaching practice. Two hundreds eighty one in-service teachers participated in the survey. This study employed two surveys and computed a series of descriptive, correlation, canonical correlation and regression analyses to answer the research questions. Results reveal that Jordanian teachers inclined toward teacher-centered and student-centered teaching, but the majority of the participants inclined toward teacher-centered. The results of the current study also indicate that Jordanian ICT teachers had advanced (sophisticated) beliefs about learning and knowledge. The five dimensions of epistemological beliefs positively related to the eight teaching practices. Further, teachers with advanced epistemological beliefs were more likely to use teacher-centered practices. The overall teaching practices and epistemological beliefs were unrelated to age, experience, academic qualification, and education stage. Discussion of the findings, and recommendations for further research are presented.
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Keywords: Certain of Knowledge; Innate Ability; Omniscient Authority; Quick Learning; Structure of Knowledge; Teaching Practices

Document Type: Research Article

Affiliations: 1: Faculty of Education, University of Malaya, Malaysia 2: AlBalqa’ Applied University, Jordan

Publication date: July 1, 2018

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  • ADVANCED SCIENCE LETTERS is an international peer-reviewed journal with a very wide-ranging coverage, consolidates research activities in all areas of (1) Physical Sciences, (2) Biological Sciences, (3) Mathematical Sciences, (4) Engineering, (5) Computer and Information Sciences, and (6) Geosciences to publish original short communications, full research papers and timely brief (mini) reviews with authors photo and biography encompassing the basic and applied research and current developments in educational aspects of these scientific areas.
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