Epistemological Beliefs and Teaching Practices of ICT Teachers in Jordan

This study examines the Jordanian in-service ICT teachers' epistemological beliefs, their preferences concerning teaching practices, and the influence of in-service ICT teachers' epistemological beliefs in their teaching practice. Two hundreds eighty one in-service teachers participated in the survey. This study employed two surveys and computed a series of descriptive, correlation, canonical correlation and regression analyses to answer the research questions. Results reveal that Jordanian teachers inclined toward teacher-centered and student-centered teaching, but the majority of the participants inclined toward teacher-centered. The results of the current study also indicate that Jordanian ICT teachers had advanced (sophisticated) beliefs about learning and knowledge. The five dimensions of epistemological beliefs positively related to the eight teaching practices. Further, teachers with advanced epistemological beliefs were more likely to use teacher-centered practices. The overall teaching practices and epistemological beliefs were unrelated to age, experience, academic qualification, and education stage. Discussion of the findings, and recommendations for further research are presented.