Teachers' perception of the concept of teaching and learning: the role of epistemological beliefs

Introduction: The perception of the concept of teaching and learning refers to the values, attitudes, beliefs, and intentions that teachers hold regarding teaching and learning. Epistemological beliefs pertain to individuals' beliefs about the nature, origin, limits, and justification of knowledge. The aim of this study was to examine teachers' perceptions of the concept of teaching and learning and the role of their epistemological beliefs.
Method: This applied research employed a quantitative approach and a descriptive survey strategy. From among primary school teachers in the Mochehsh district, Kurdistan Province, a sample of 178 (213 women, 122 men) was selected using proportional stratified sampling. Data were collected using two questionnaires: Schommer's Epistemological Beliefs Questionnaire (1994) and Chan and Elliott's (2004) concept of teaching and learning questionnaire. Descriptive statistics, correlation tests, and multiple regression analysis were employed to analyze the data.
Findings: The results indicated that the participating teachers leaned more towards a traditional view of teaching and learning than a constructivist one. The average epistemological beliefs of the participating teachers were moderate (a mixture of simplistic and complex beliefs), with the highest mean relating to the dimension of knowledge structure and the lowest to learning control. There was a significant relationship between teachers' epistemological beliefs and their perception of the concept of teaching and learning. Specifically, the three dimensions of knowledge structure, knowledge certainty, and learning speed could predict a traditional perception of teaching and learning, while the source of knowledge was the only epistemological belief that predicted a constructivist perception of teaching and learning.
Discussion and Conclusion: The findings suggest that teachers tend to favor a traditional concept of teaching and learning over a constructivist one and hold more simplistic epistemological beliefs. It can be concluded from the findings that teachers' epistemological beliefs play a determining role in their perception of the concept of teaching and learning. Therefore, it is essential to consider the relationship between epistemological beliefs and teachers' perceptions of teaching and learning in teacher education programs, as well as in the curricula of teacher training centers and in-service training programs.