<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This study investigated the relationship between English teachers’ epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected from different language institutes and were included in the research sample. The instruments used to collect the data included the Schommer Epistemological Questionnaire (SEQ) and the Defining Issues Test (DIT). The collected data were analyzed using Pearson Product Moment Correlation method and descriptive statistics in SPSS software. The findings revealed that the participants believed that knowledge improves with experience over time, and that there was also an innate ability to acquire knowledge. They also displayed conflicting views about the simplicity/complexity of knowledge. The analysis of different stages of moral development in the views of the English teachers showed an ascending trend in the moral development from stage 2 (the focus on personal interests) through stage 6 (appeal to intuitive moral principles/ideals). Besides, significant differences were found among different stages of moral development as assessed by the EFL teachers and also in terms of the impact of different moral reasoning schemas on the participants when making judgments about different moral dilemmas.</p></abstract>

This study investigated the relationship between English teachers’ epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected from different language institutes and were included in the research sample. The instruments used to collect the data included the Schommer Epistemological Questionnaire (SEQ) and the Defining Issues Test (DIT). The collected data were analyzed using Pearson Product Moment Correlation method and descriptive statistics in SPSS software. The findings revealed that the participants believed that knowledge improves with experience over time, and that there was also an innate ability to acquire knowledge. They also displayed conflicting views about the simplicity/complexity of knowledge. The analysis of different stages of moral development in the views of the English teachers showed an ascending trend in the moral development from stage 2 (the focus on personal interests) through stage 6 (appeal to intuitive moral principles/ideals). Besides, significant differences were found among different stages of moral development as assessed by the EFL teachers and also in terms of the impact of different moral reasoning schemas on the participants when making judgments about different moral dilemmas.

EFL Teachers’ Moral Dilemma and Epistemic Beliefs

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"EFL Teachers\u2019 Moral Dilemma and Epistemic Beliefs"}

This study investigated the relationship between English teachers’ epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected...

EFL Teachers’ Moral Dilemma and Epistemic Beliefs

Publicado en línea: 20 jun 2019

Páginas: 19 - 34

DOI: https://doi.org/10.2478/jolace-2019-0002

Palabras clave
epistemology, epistemic beliefs, moral reasoning/dilemma, foreign language teaching

© 2019 Amin Karimnia et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

EFL Teachers’ Moral Dilemma and Epistemic Beliefs

Publicado en línea: 20 jun 2019

Páginas: 19 - 34

DOI: https://doi.org/10.2478/jolace-2019-0002

Palabras claveepistemology, epistemic beliefs, moral reasoning/dilemma, foreign language teaching

© 2019 Amin Karimnia et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Palabras clave
epistemology, epistemic beliefs, moral reasoning/dilemma, foreign language teaching