Epistemic Beliefs and their Instructional Practice: Perspective of a Private University in Ghana

Abstract

The purpose of this study was to investigate the epistemological beliefs of student-teachers in Ghana and how these beliefs related to their projected instructional practice. The results indicated that Ghanaian student-teachers had somewhat novice epistemological beliefs. There were significant differences among the dimensions of epistemological beliefs. Also, there was no significant correlation between the epistemological beliefs and projected instructional practice of student-teachers in Ghana. The implications for practice are discussed.