The epistemic beliefs of novice and expert college professors
type: CreativeWork
description: Previous research has demonstrated that when teachers have sophisticated epistemic beliefs, they are more likely to adopt constructivist teaching beliefs and behaviours. In order to explore the belief sophistication of teachers, the goal of the current research is to compare different types of experiences common to CEGEP professors, and determine whether any are associated with the sophistication of a professor’s epistemic beliefs. In surveying CEGEP professors from Heritage College (35 responses), the data demonstrated no association of statistical significance between the sophistication of one’s epistemic beliefs and how many years a person has taught in the classroom. It also found that while content knowledge (CK) experts hold sophisticated beliefs about the source and authority of knowledge, at the same time, CK experts are very unlikely to use modern pedagogical techniques such as flexible student grouping practices. The findings also noted an odd juxtaposition; while pedagogical content knowledge (PCK) experts hold sophisticated beliefs regarding the rejection of the IT/TF model, it was also demonstrated that PCK experts hold very naïve epistemic beliefs regarding the idea that learning takes effort/ that it is a process. Finally, those who were full time professionals for a minimum of five years prior to becoming teachers were found to be willing to adopt constructivist teaching techniques such as flexible grouping practices.
abstract: Previous research has demonstrated that when teachers have sophisticated epistemic beliefs, they are more likely to adopt constructivist teaching beliefs and behaviours. In order to explore the belief sophistication of teachers, the goal of the current research is to compare different types of experiences common to CEGEP professors, and determine whether any are associated with the sophistication of a professor’s epistemic beliefs. In surveying CEGEP professors from Heritage College (35 responses), the data demonstrated no association of statistical significance between the sophistication of one’s epistemic beliefs and how many years a person has taught in the classroom. It also found that while content knowledge (CK) experts hold sophisticated beliefs about the source and authority of knowledge, at the same time, CK experts are very unlikely to use modern pedagogical techniques such as flexible student grouping practices. The findings also noted an odd juxtaposition; while pedagogical content knowledge (PCK) experts hold sophisticated beliefs regarding the rejection of the IT/TF model, it was also demonstrated that PCK experts hold very naïve epistemic beliefs regarding the idea that learning takes effort/ that it is a process. Finally, those who were full time professionals for a minimum of five years prior to becoming teachers were found to be willing to adopt constructivist teaching techniques such as flexible grouping practices.
author: Sivyer, Stacie
language: en
keywords: Constructivism, Education reform, Epistemology, Epistemic beliefs, College teachers, Perry, Schommer, Épistémologie, Croyances épistémiques, Épistème, Enseignants
license: http://creativecommons.org/licenses/by-nc/2.5/ca/
date published: 2021
date modified: 2026-07-27T21:07:47Z
provider: Université de Sherbrooke
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Université de Sherbrooke

PropertyValue
property ID: Handle
value: http://hdl.handle.net/11143/19041