ABSTRACT
Over the last three decades, a growing body of research related to epistemic beliefs has been identified as crucial for understanding teaching and learning (Yadav, Herron, & Samarapungavan, 2011). In particular, research related to beliefs about teaching, learning, and knowledge has been considered important for understanding why teachers engage in certain approaches to pedagogy, curriculum, and assessment in classrooms (Strømsø & Bråten, 2011). The beliefs held by teachers about knowledge and knowing, otherwise known as personal epistemology (Hofer, 2010), have been shown to influence other knowledge and beliefs (Schommer-Aikens, 2004). Fives and Buehl (2012) indicated that “because an individual’s understanding of reality is always seen through the lens of existing beliefs, the role of beliefs as a filter is particularly relevant in the context of teacher education. That is, if beliefs influence how individuals interpret new information and experiences, preservice and practicing teachers’ beliefs shape what and how they learn about teaching” (p. 470–480). It is likely that such beliefs have an important relationship with teacher knowledge and practices.
