Epistemological beliefs and teaching approaches in teachers of the first cycle of university education
Creencias epistemológicas y enfoques de enseñanza en docentes de primer ciclo de enseñanzas universitarias Predictive models on epistemological beliefs and teaching approaches in first cycle university teachers
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Epistemological beliefs are conceived as the ideas people have about knowledge and learning. On the other hand, teaching approaches refer to the path that individuals may follow to impart knowledge. Some studies have found a close relationship between these two variables, since teachers with student-centered approaches would be expected to have higher values in sophisticated epistemological beliefs, while teacher-centered approaches would be expected to have higher values in naïve epistemological beliefs. Goal: Therefore, the aim of this study was to explore whether epistemological beliefs are a predictor of teaching approaches, and to explore the role of sociodemographic variables as predictors of each variable. Method: Through a cross-sectional exploratory quantitative research, information was collected using two existing instruments: Epistemological Beliefs Questionnaire (EQ) and the Teaching Approaches Inventory (S-ATI-20). Results: Models 1 and 2 in which sociodemographic variables were used to predict epistemological beliefs and teaching approaches were not significant; however, the model predicting epistemological beliefs as predictors of teaching approaches was significant (r²=. 1358, Std. Error = 6.298, df = 1.281, p = 5.949e-06), where it is observed that higher scores in sophisticated beliefs present teacher-centered values, while more naive beliefs present student-centered scores. Conclussions: The results are in line with those reported by other authors, since a relationship was found between the two variables that is not consistent with the assumptions between beliefs and teaching approaches. Therefore, it is recommended to implement programs that allow teachers to identify their consistencies or biases between their conceptions and the way in which they teach.
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