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Teachers' Ontological and Epistemological Beliefs: Their Impact on Approaches to Teaching

Teachers' Ontological and Epistemological Beliefs: Their Impact on Approaches to Teaching

Mary Kelly
Copyright: © 2017 |Pages: 23
ISBN13: 9781522517382|ISBN10: 1522517383|EISBN13: 9781522517399
DOI: 10.4018/978-1-5225-1738-2.ch009
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MLA

Kelly, Mary. "Teachers' Ontological and Epistemological Beliefs: Their Impact on Approaches to Teaching." Methods and Paradigms in Education Research, edited by Lorraine Ling and Peter Ling, IGI Global, 2017, pp. 144-166. https://doi.org/10.4018/978-1-5225-1738-2.ch009

APA

Kelly, M. (2017). Teachers' Ontological and Epistemological Beliefs: Their Impact on Approaches to Teaching. In L. Ling & P. Ling (Eds.), Methods and Paradigms in Education Research (pp. 144-166). IGI Global. https://doi.org/10.4018/978-1-5225-1738-2.ch009

Chicago

Kelly, Mary. "Teachers' Ontological and Epistemological Beliefs: Their Impact on Approaches to Teaching." In Methods and Paradigms in Education Research, edited by Lorraine Ling and Peter Ling, 144-166. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1738-2.ch009

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Abstract

This chapter documents a case study of the exploration of teachers' beliefs on the nature of reality (ontology) and knowledge (epistemology) within an International Baccalaureate Middle Years Program at the International School of Amsterdam. The study is positioned within the constructivist-interpretive paradigm and, therefore, allows for the emergence of a holistic and contextualized understanding of teachers' beliefs and practices. The chapter includes reflection on the author's ontology and epistemology and its impact on the research undertaking. The study attempts to understand whether teachers' beliefs have identifiable impacts on their approaches to teaching within this inquiry-based teaching environment where teachers are encouraged to design their own curricula. Over the course of the research, comprehensive teacher profiles were generated for three participants, all experienced international school teachers, who teach Science, English Literature, and Spanish. The findings indicate that the participants' approaches to teaching resonate strongly with their ontological and epistemological beliefs.

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