文章基本信息

标题：A Mixed-Method Study of the Epistemological Teacher-beliefs towards Educational Research in Classroom Teaching Practices
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作者：Siti Noor Ismail ; Abdul Hamid Busthami Nur ; Arumugam Raman 等
期刊名称：International Journal of Instruction
印刷版ISSN：1694-609X
电子版ISSN：1308-1470
出版年度：2019
卷号：12
期号：4
页码：1-14
出版社：International Journal of Instruction
摘要：This study was conducted to identify whether the epistemological teacher-beliefs contributes towards the educational research practice in the classroom. This study involved 500 secondary schools teachers in the East Peninsular Malaysia whereby a mixed-method approach using a standard questionnaire and interview was used. In this study, a questionnaire on Teachers’ Perception towards Epistemology (Knowledge) was adapted from Hofer & Pintrich (2002), and to measure Teachers’ Perception towards Educational Research, researchers have adapted the questionnaires from Broekkamp & Van Hout-Wolters (2007). The findings from Pearson Correlations showed that there is a weak positive relationship but significant (r=.26, p = .00), whereas multiple regression analysis showed that epistemological teacher-beliefs (β=.26, p<.05) is a predictor for educational research. Furthermore, interview findings showed that the element of epistemological teacher-beliefs understanding and the support of school administrators is a contributing factor to the success of educational research in schools.It was recommended among others that the school leaders should continue to strengthen educational research practices among teachers as an effort to improve teaching quality and the effectiveness of the schools.
关键词：epistemological; teacher;beliefs; educational research; teaching practices; teaching quality; secondary schools