The Relationship Between Epistemologies and Teachers’ Beliefs Measured by the Q4TB (Questionnaire on Four Teachers’ Beliefs)

• In Event: Roundtable Session 95
  In Roundtable Session: The Use of Data to Inform Teaching and School Partnerships

Abstract

Teachers’ beliefs about learning and teaching play a significant role in classroom activities. Recent research has primarily examined knowledge transmission and cognitive construction, while other beliefs have been neglected. Study 1 (N = 276) examines the factorial and construct validity (EFA, educational goals, terms regarding learning and teaching as external criteria, gender and domain sensitivity) of a questionnaire developed to measure transmission, construction, participation and nurturing. Study 2 (N = 120) examines the relationship between the belief scales and epistemological beliefs as suggested by current research. Using Schommer’s EBQ, the connection between naïve epistemologies and transmission was confirmed. Similar to the revealing relationship between sophisticated beliefs and construction, associations were indicated between sophisticated epistemologies and participation and nurturing beliefs.

Authors

• Natalia Tchoudova, Leibniz Institute for Science and Mathematics Education

• Matthias Nückles, University of Freiburg