Epistemological Beliefs of English Language Teachers: A Gender Perspective
Abstract
The objectives of the study were to investigate epistemological beliefs of English language teachers; to find out the difference in epistemological beliefs of English Language Teachers with respect to their educational qualification and to examine the difference in epistemological beliefs of English Language Teachers with respect to gender. The study employed quantitative method. Teachers from both public and private universities in Khyber Pakhtunkhwa participated in this study. The study's population consists of all English instructors (355) whether they are employed permanently or temporarily. Sample of the study were 169 English language teachers. Questionnaires were used for quantitative data. Both descriptive statistics and inferential statistics tests were applied. The study' revealed that instructors have a range of ideas, including those that are ultra-modern, frank, and unsophisticated. It was found that English language teachers at university level are mostly unaware about the epistemological beliefs related to the innate abilities of students, learning efforts of students, nature of expert knowledge, certainty of knowledge and simplicity of knowledge. Therefore, it is recommended that course content on epistemological beliefs and practices may be made compulsory or may be included in the training/workshops for university teachers. It is recommended that course content on epistemological beliefs and practices should be made compulsory or may be included in the training/workshops for university teachers.
