Unpacking teachers’ orientations toward a knowledge generation approach: Do we need to go beyond epistemology?

Abstract

This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following the completion of the first-year workshop, and how these changes impacted their classroom implementation. This investigation takes the form of a multiple-case study of twelve K-5 teachers. Data were collected through semi-structured interviews and classroom observations. The findings suggest that achieving changes toward generative learning in teachers is not just about altering their epistemological orientations and procedural pedagogical practices, but also involves a shift towards ontological and axiological perspectives.