Investigate the relationship between epistemological beliefs with elements of teaching faculty (Shahed University Study)

The present study seeks to investigate the relationship between faculty members 'epistemological beliefs and faculty member's teaching components. The research method is survey-correlation type. The statistical population consisted of 320 faculty members of Shahed University who were selected by random stratified sampling of 167 individuals. Measurement tools consist of Schumer's Epistemological Beliefs Questionnaire and the factors influencing the microreserves teaching method.
To analyze the data, descriptive statistical methods with inferential tests such as "t" univariate and "r" Pearson correlation coefficient have been used.
The Results showed that: The system of epistemological beliefs of the faculty members of Shahed University in one aspect is "knowledge simplicity" in the row of the system of beliefs or low level of beliefs, but in two other aspects, namely, "certainty of knowledge" and "dependent on the source" The existence of knowledge "is in the ranks of the system of expert beliefs or high level. Also, between the dimensions of Schumer's epistemic beliefs in the "simplicity of knowledge" dimension with teaching components: "classroom management techniques", "maintaining appropriate classroom behavior", "preparing students for review and practice", "displaying questioning skills", "using methods Various education "," positive atmosphere in the classroom "and" education quality "have been directly and positively correlated. Also, there is a negative relation between Schummer's epistemological dimensions in the "determinism of knowledge" dimension with teaching components: "using different teaching methods", "establishing positive atmosphere in class" and "teaching quality", and finally between epistemological dimensions In the "dependent on knowledge" dimension, Schumer existed with the nine components of the microscope's teaching of negative relation (inverse).
The teaching function and activity of faculty members is influenced by their beliefs and values about the nature of knowledge. The overwhelming majority of the faculty members in the target community, from the knowledge, considered "simple knowledge" to be ranked in the "system of beliefs" or "low level". On this basis, it can be concluded that because of the vast majority of faculty members from the technical and medical fields, due to the sharp and tunneling of their studied phenomena, they have such an understanding of knowledge, as among the members of the staff Scientific findings of the humanities and basic sciences did not find this finding