Democratizing Evidence: Epistemological Beliefs Profile and U.S.-Based Scheme for Nigerian Teacher Candidates

• In Event: Democratizing Evidence in Education: The Voices and Experiences of Teachers and School Leaders

Abstract

This study examines the epistemological beliefs (EBs) profiles of one thousand and nine (N=1009) Nigerian teacher candidates in two colleges. Using exploratory factor analysis, we examine whether the U.S.-based Schommer’s epistemological beliefs dimensions holds true or not for Nigerian teacher candidates who are in a different context. The Nigeria teacher candidates’ EBs dimensions are not the same as their U.S. counterparts. The Nigerian teacher candidates have more complex dimensions underlining their EBs with evidence of overlap between variables constituting Nigerian and the existing U.S.-based EBs factor structures. We contextualized the finding within the effective deployment of educational research in African contexts, highlighting cultural antecedents in the exploration of epistemological beliefs. Implications for educational theory, research, and practice are discussed.

Authors

• O. Matthew Odebiyi, St Cloud State University

• Youn-Jeng Choi, The University of Alabama