@techreport{e0db105b01874e179bd5b4bc440e02d5,
title = "Theorizing Teacher Epistemology: An Exploratory Case Study of Primary and Secondary Schools in the Philippines",
abstract = "Five epistemological belief dimensions were identified from a survey study of a sample of 1068 practicing Filipino teachers from 14 primary and secondary Catholic schools. The dimensions of epistemological beliefs of this sample - identified as Authority/Expert Knowledge, Learning Effort, Learning Process, Fixed Ability, and Innate Ability - differed from previous studies that employed Chan \& Elliott's Epistemological Beliefs Questionnaire (EBQ) possibly due to differences in socio-cultural contexts. For future investigations of teacher epistemology for Philippine samples, a six-factor model of epistemological belief dimensions is proposed, which suggests an additional hypothesized dimension labeled {"}Access to Knowledge{"} that requires empirical confirmation. The relevance of the study's findings and their implications on the participating schools were also discussed, especially in relation to staff professional development programs.",
keywords = "Comparative and Cross-Cultural Education, Teacher Education and Professional Development of Educators, Education",
author = "Johnny Go and Vicente Reyes and \{Ching Sing\}, Chai",
year = "2014",
month = mar,
day = "31",
language = "English",
series = "PLS Working Paper Series",
publisher = "Policy and Leadership Studies (PLS) Academic Group of the National Institute of Education",
number = "9",
type = "WorkingPaper",
institution = "Policy and Leadership Studies (PLS) Academic Group of the National Institute of Education",
}