A Mixed-Method Study of the Epistemological Teacher-Beliefs towards Educational Research in Classroom Teaching Practices

Autor/inn/en	Ismail, Siti Noor; Nur, Abdul Hamid Busthami; Raman, Arumugam; Purnomo, Yoppy Wahyu
Titel	A Mixed-Method Study of the Epistemological Teacher-Beliefs towards Educational Research in Classroom Teaching Practices
Quelle	In: International Journal of Instruction, 12 (2019) 3, S.393-406 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Mixed Methods Research; Epistemology; Teacher Attitudes; Beliefs; Educational Research; Classroom Techniques; Teaching Methods; Foreign Countries; Teacher Effectiveness; Secondary School Teachers; Malaysia + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Lehrerverhalten; Belief; Glaube; Bildungsforschung; Pädagogische Forschung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	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=0.26, p = 0.00), whereas multiple regression analysis showed that epistemological teacher-beliefs (ß=0.26, p<0.05) 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. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01