Author: Ching Sing Chai
This is a case study that investigates how teachers’ epistemic beliefs are related to their online interactions. The study investigated 24 preservice teachers’ epistemic beliefs through a quantitative survey and examined how teachers’ beliefs were correlated with their online interactions. The knowledge building community (KBC) was employed as the pedagogical model to facilitate the co-construction of knowledge among the teachers. The results indicate that the teachers’ epistemic beliefs are related to their online interactions. Further studies in these areas are suggested.
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