The relationships among chinese practicing teachers' epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT

This study aimed to investigate the relationships among practicing teachers' epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT through survey methodology. Participants were 396 high school practicing teachers from mainland China. The path analysis results analyzed via structural equation modelling technique indicated that the systemic relationships among these three types of beliefs were nested. Specifically, teachers' sophisticated beliefs about the source of knowledge were aligned with constructivist pedagogical beliefs and constructivist use of ICT, with one belief highly related to another.