Do In-Service Teachers Teach in Ways That They Believe? A Ghanaian Perspective

• In Event: Roundtable Session 35
  In Roundtable Session: Lives of Teachers: Beliefs, Gender, Vulnerabilities

Abstract

Epistemological beliefs system continues to receive the attention of researchers from Western and Asian contexts. However, nations in the Sub-Saharan Africa are yet to join this important discussion. The main purpose of this study was to investigate the epistemological beliefs and instructional practice of in-service teachers in Ghana and how their beliefs related to their instructional practice. The researcher found significant differences among the four dimensions of epistemological beliefs of the Ghanaian in-service teachers. Also, the results indicated no significant correlational relationship between their epistemological beliefs and instructional practice. However, there were significant correlational relationships between epistemological beliefs and instructional practice when the variable of years of teaching was taken into account.

Authors

• Jacob Manu, University of North Dakota

• Woei Hung, University of North Dakota