[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] Epistemic beliefs about physics are most often investigated using quantitative instruments that reflect binary conceptualizations of those beliefs. This study reports from a qualitative study which used continua to represent the epistemic beliefs…

Background: The subject of technology looks different depending on context. There is also an epistemological complexity to technological knowledge in technology education. Purpose: To gain a deeper understanding of the epistemological foundations of the subject of technology and technology teaching, the teachers' views are needed. The aim of this…

This article deals with the personal epistemologies developed by teachers who undergo academic continuing education on an advanced level at a time when conflicting discourses form the basis of teaching in today's school, i.e. academisation on one hand and measurability and accountability in the name of New Public Management on the other. To give…

This study explores the epistemic considerations that seemed to govern thirty-one Indian teachers' beliefs while teaching certain concepts of probability, especially using random generators. It focuses on knowing how these teachers make transitions between the different interpretations of probability, namely, Logical (sometimes also known as…

Divergence is not a new phenomenon in RE in England and Wales. A diverse range of aims and approaches have been promoted since RE provision became compulsory in 1944. Approaches include the phenomenological, interpretative, and dialogic with current debates centring around the benefits and challenges of a 'worldviews approach'. There have been a…

Purpose: The purpose of this study was to discover topics in history education in Estonia that are perceived to be controversial, and to analyse how teachers' epistemic cognition is reflected in the teaching of issues perceived to be controversial. Design/methodology/approach: Qualitative research based on group and individual interviews with 12…

The epistemological underpinning of Adventure Sports Coaches' (ASCs) coaching and leadership practice is a growing area of research. The epistemological stance that links to caving instructors, winter mountaineering instructors and rock-climbing instructors practice however has not been considered. Consequently, this paper sought to explore the…

Teachers' epistemic beliefs may have consequences for their pedagogical work. We used previously developed scales to assess epistemic beliefs that teachers hold about learning, knowledge and knowing, and how they report putting such ideas into practice. The scales consisted of self-reported Likert-type statements considering collaborative…

This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative…

How can creative teaching in economics education be identified and explored? A construct that assists understanding in this area is pedagogical content knowledge (PCK). It represents the merging of content and pedagogy to understand how particular topics or lessons are organised, represented, and adapted to students' diverse interests and…

The impact of colonisation, cognitive imperialism, and Eurocentric modes of knowing, being and doing has had an effect on Higher Education, including teacher education. Colonial epistemologies, epistemicide, academic dependency, disempowerment and intellectual inferiority are challenged by liberatory pedagogies that present opportunities to…

Formal in-service professional development programmes may help novice teachers or those new to a school adapt to targeted teaching approaches in their new workplace. However, the extent to which their practice changes in response to in-service learning may depend on prior beliefs. This longitudinal case study explored in-depth the personal…

This exploratory case study aims to determine how preschool teachers' epistemological beliefs influence their pedagogical conceptualizations of science teaching. The research was conducted with a total of 10 teachers that were selected among 61 preschool teachers by their epistemological beliefs. The participants were divided into two sub-groups…

Teachers' beliefs about knowledge in their subject deeply impact their classroom practice. This study analyzed the epistemic beliefs about physics knowledge held by Saskatchewan high school physics teachers using a newly designed framework of epistemic beliefs about physics knowledge. Results suggest that teachers' epistemic beliefs about physics…

The current study aimed to identify the epistemological beliefs of secondary school teachers in light of their teaching practices. The researchers applied the qualitative approach based on the method of grounded theory. Data were collected through classroom observations, interview sheets and focus groups. Having determined the credibility and…