Testing the Relationship Between Teachers' Epistemological Beliefs and a Faculty's School Growth Mind-Set: Intercultural Comparison of Epistemological Beliefs Questionnaire Between East and West

• In Event: Teachers' Practices and Practical Knowledge

Abstract

This study compared teacher’s beliefs about the origin and structure of knowledge (operationalized on the Epistemological Beliefs Questionnaire (EBQ), with samples in an Asian context, to determine the reliability of the instrument for use with teachers in a western U.S. context. Construct validity was tested by comparing the constructs of the teachers’ EBs with the teachers’ perceptions of their school’s growth mindset, which measures teachers’ beliefs about the one’s ability to learn. A key to student learning is self-regulation and teachers’ EBs have been shown, through their teaching methods, to influence students’ processes to evaluate, reflect, and choice of strategies to activate the learners ability to think critically.

Author

• Janet L. Hanson, University of North Texas at Dallas