ALIGNING TEACHERS’ BELIEFS AND INSTRUCTIONAL PRACTICES FOR EFFECTIVE SCIENCE TEACHING
Abstract
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Meaningful learning is assumed to be fundamentally dependent on effective instructional practices. Studies have reported that teachers' beliefs about the nature of knowledge influence their pedagogical practices. Hence, this research explored the interplay between teachers’ epistemic beliefs and their instructional practices, particularly in the context of science teaching. This research also provided insights into the importance of sophisticated epistemological beliefs and their influence on teachers’ pedagogical practices. Factors shaping these beliefs such as experience, reflection, and professional development were discussed. The research highlighted effective strategies, to help teachers align their beliefs with their instructional practices. In conclusion, it was established that an understanding of the alignment of teachers’ epistemological beliefs with their practices helps in assisting teachers to better engage their students during classroom instruction. This belief helps teachers to select pedagogical approaches that drives their classroom discourse carefully. Specific suggestions, such as participating in professional development programs and engaging in reflective practices, were recommended as tools for overcoming challenges associated with achieving consistency between teachers’ beliefs and their instructional practices.
Keywords: Epistemology; Beliefs; Science teaching; Instructional practices.
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