Exploring Taiwanese History Teachers’ Epistemic Beliefs about History

In this chapter, Chang explores the personal trajectory of Taiwanese high school teachers’ epistemic beliefs towards history as a discipline. With the result from the Epistemic Network Analysis, this chapter provides an integrated discussion on the changes in teachers’ historical epistemic beliefs throughout one academic year. The pattern-based model reported from this study contributes an alternative methodological approach to analyse historical epistemic beliefs moving away from developmental stage-like models. Four major patterns of historical epistemic beliefs are also proposed in the chapter. As a starting point of the research in teachers’ personal epistemology, this chapter concludes with a suggestion for future research implications.