Teachers’ epistemic beliefs and reported practices in two cultural contexts

Teachers’ epistemic beliefs may have consequences for their pedagogical work. We used previously developed scales to assess that teachers hold about learning, knowledge and knowing, how they report putting such ideas into practice. The consisted of self-reported Likert-type statements considering collaborative building, valuing metacognition, certainty knowledge, a surface approach learning. participants were 127 subject-matter from Finland 97 Taiwan. Based on previous research, we constructed confirmatory factor analysis (CFA) model the Finnish sample replicated this with Taiwanese sample. confirmed two factors: 1) reflective-collaborative theory (consisting building metacognition scales) 2) transmission simple learning in both samples. In conclusion, essential corresponding aspects teachers’ reported practices found. However, results showed some cross-cultural variance.It is important look at because These are part cognition which context consists (beliefs learning) put them practice (e.g.). aim study identify core associated practical pedagogy diverse cultural contexts. emphasising variance.