A Review Study on Technology-Supported Teachers' Epistemological Beliefs

Huayang Zhang; Jiahua Jiang

doi:10.62177/chst.v3i1.1273

Authors

Huayang Zhang Shenzhen Polytechnic University
Jiahua Jiang Shenzhen Polytechnic University

DOI:

https://doi.org/10.62177/chst.v3i1.1273

Keywords:

Epistemological Beliefs, Teachers' Epistemological Beliefs, Information Technology

Abstract

Epistemological beliefs refer to an individual's beliefs about the nature of knowledge and the process of knowledge acquisition. The epistemological beliefs held by teachers not only influence their own learning and professional development but also have a significant impact on their teaching objects, namely the learners. Meanwhile, since the widespread adoption of internet technology in the field of education, various advanced technologies have emerged continuously, and contemporary teachers have naturally or inevitably entered the arena of applying information technology to instruction. This situation necessitates researchers' further understanding of teachers' domain-specific epistemological beliefs and their influencing factors. Based on this context, this paper attempts to review relevant domestic and international literature, sort out the research progress and influencing factors concerning technology-supported teachers' epistemological beliefs, and further summarize the developmental trends in this area.

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