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Teachers’ epistemological beliefs, that is, their beliefs about the nature of knowledge and how it is learned, appear to be highly influential in their classroom practices. To date, the exploration of teachers’ epistemological beliefs has been complicated by philosophical and methodological disputes. A method is presented here for inferring the epistemological beliefs of elementary school general education teachers through their descriptions of their work with students with disabilities. Evidence to support the reliability of this method is also presented. Differences in teacher belief constructs are related to differences in instructional practices – a relationship which holds for instructional interactions with both individual students and the whole class, and which predicts instructional practices for students both with and without disabilities. We therefore speculate that differences in teachers’ beliefs about students with disabilities might be related to their larger epistemological theories about knowledge and learning. In speculating about the source of differences in beliefs and practice, it is notable that the normative school beliefs, that is, the prevailing beliefs in a school about teachers’ roles and responsibilities for students with disabilities, appear to influence the beliefs of individual teachers. The potential for differences in teachers’ beliefs and practices to influence student outcomes is also considered, with some preliminary evidence from student self‐concept data.
Jordan et al. (Sat,) studied this question.