Socio-cultural factors of teachers’ conceptions of knowledge: epistemic beliefs of Arab teachers

Autor:	Mohamed Taha Mohamed
Rok vydání:	2014
Předmět:	Arabic media_common.quotation_subject Subject (philosophy) Context (language use) Certainty Semitic languages language.human_language Education Epistemic beliefs Innate intelligence language Mathematics education Rural area Psychology Social psychology media_common
Zdroj:	Teacher Development. 18:46-64
ISSN:	1747-5120 1366-4530
DOI:	10.1080/13664530.2013.878742
Popis:	This research investigates aspects of epistemic beliefs of pre-service and in-service teachers in the United Arab Emirates, and how these beliefs might be related to factors such as teachers’ gender, location (where they live), and the subject they teach (humanities vs. science). A standardized Arabic version of the Epistemic Belief Inventory was administered to a group of 35 pre-service teachers and 52 in-service teachers. The results indicated that in-service teachers had more sophisticated beliefs than pre-service teachers on Certainty of Knowledge, Omniscient Authority, and Innate Ability dimensions. Also, male teachers were found to be less sophisticated than female teachers and teachers from rural areas tended to think in a simpler way than teachers from urban areas. Although there was no main effect of subject, it significantly modified the effects of gender and location. The data showed the multidimensional nature of epistemic beliefs, and were discussed in the context of Arab/Emirati culture.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::c9d7167b14ce76d6b88014ec07ab9e7a https://doi.org/10.1080/13664530.2013.878742 Zobrazit plný text záznamu