Analysing the Epistemological and Ontological Assumptions Underpinning Teachers’ Instructional Practices
Keywords:
Epistemological Beliefs, Ontological Beliefs, Instructional Practices, Teaching PhilosophyAbstract
This study helped fill the gap in understanding how teachers’ belief about knowledge and reality affect their teaching, especially among Bachelor of Technology and Livelihood Education teachers in provincial schools. The reseach was done at Abra State Institute of Sciences and Technology and used a descriptive-correlational approach. Ten BTLED teachers, selected on purpose, answered printed questionnaires about their beliefs and teaching styles. The results showed that teachers had moderately strong viewa about knowledge and teaching practices. There were strong significant links between beliefs about knowledge and teaching practices, beliefs about reality and teaching practices and between knowledge and reality beliesf themselves. These findinfs show that what teachers believe strongly shapes how they teach, plan lessons, and interact with students.
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