ABSTRACT
Through the last decades an increasing number of studies have demonstrated that students' personal epistemologies are related to important aspects of learning in higher education. Still, little is known about how faculty can scaffold the development of more adaptive personal epistemology in their students. In the present chapter, we address this issue with a focus on belief systems among university teachers. Specifically, we will discuss the nature of those belief systems, whether teachers' beliefs about teaching necessarily are related to their personal epistemology, and how belief systems about teaching and about knowledge may be related to teaching practice. Finally, we will sum up this discussion with six tentative recommendations for the design of faculty training programs.
