A Qualitative Analysis of Teachers’ Understandings of the Epistemic Aims of Education
Mark Ortwein, Amber Carpenter McCullough, Amy Thompson

This study aims at exploring how educators understand knowledge within their practice. Epistemology, or theory of knowledge, has played a significant role in the conceptual development of educational theory and practice. The extent to which educational theories have actually shaped teachers’ attitudes toward knowledge and teaching practices remains unclear. The purpose of this study was to address two related questions: (1) to what extent does theoretical knowledge affect teachers’ understandings of knowledge and its function in education, and (2) what experiential factors shape teachers’ understandings of knowledge and its role within educational practice? Date collection focused on participants descriptive responses to semistructured interview questions. Findings of this study indicate that teachers’ philosophical understanding of knowledge when applied to education, are difficult for teachers’ elucidate. Experience combined with indirect theoretical influences shape teachers’ understandings of the function of knowledge and related educational epistemology.

Full Text: PDF     DOI: 10.15640/jehd.v4n3a17