ABSTRACT
Teachers' epistemological beliefs are thought to be related, and perhaps influential, in the instructional practices that teachers select. This research study, drawing on the work of Schwartz (2009), explores the personal epistemological beliefs of 12 elementary teachers in inclusive classrooms. A qualitative analysis of teachers' epistemological beliefs is presented from narrative interviews with teachers about their beliefs about their roles and responsibilities in working with students with disabilities. Findings are linked to teachers' observed classroom practices, both with their class as a whole and with individual students with disabilities and at risk of underachieving. The diversity of the teachers' beliefs and the clustering of the beliefs into distinct patterns suggest a link between teachers' epistemological beliefs about ways of knowing, the nature of teaching, learning, knowing and knowledge, their beliefs about ability and disability, and their actions and decisions while teaching in inclusive classrooms. Implications are drawn for teacher educators and those charged with influencing teacher beliefs and practices in inclusive classrooms.
