Relations Between Teachers’ Epistemological Beliefs and Teaching Practice in Serbia

• Authors: Jovana J. Milutinović , Aleksandra K. Anđelković

Abstracts

EN

Theoretical framework within which this paper is set is the conception of teachers’ epistemological beliefs. The author’s attention is focused on the classification of teachers’ beliefs in the realistic, contextual and relativistic approach. The question that permeates this study is whether the teacher’s beliefs are consistent with their work in practice. A questionnaire was made for the purpose of the research and the sample encompasses 420 teachers in Serbia. Results show that the subjects mostly estimate that they belong to a constructivist profile. However, their answers indicate that their acting is different from their self-assessment. Research findings imply a need for an awakening of teachers with regards to personal epistemologies.

Keywords

EN

constructivism; teachers’ epistemological beliefs; teachers’ professional development; teaching practice

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2018
• Volume: 53
• Pages: 239-249

Dates

published

2018

Contributors

author

Jovana J. Milutinović

• University of Novi Sad

author

Aleksandra K. Anđelković

• University of Niš

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Identifiers

DOI

10.15804/tner.2018.53.3.20

Biblioteka Nauki

1969299