Epistemological beliefs of European physiotherapists – a multi-countrycross-cultural adaptation for the DEBQ and the CAEB questionnaires

Beenen, Paul; Filiputti, Dario; Meyer, Erna Rosenlund; Carballo-Costa, Lidia; Ophey, Martin; Almeida, Patrícia; Wijchen, Joost van; Katajapuu, Niina; Brear, A. D.; Castro-Caldas, Alexandre

doi:10.1080/21679169.2016.1233995

Cited by 2 publications

(3 citation statements)

References 22 publications

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“…An online survey study was implemented in l0 countries using the Connotative Aspects of Epistemological Beliefs (CAEB) [8]. This questionnaire was specifically adapted for the countries and their languages in this study, showing satisfactory validity in the context of physiotherapy [16]. The CAEB uses a semantic-differential scale with opposite adjectives with a seven-point Likert scale (see Table 1 for the adjectives and supplementary material 1 for the English version of the CAEB.…”

Section: Methodsmentioning

confidence: 99%

“…The following countries were included; Finland, Sweden, Denmark, the Netherlands, Italy, Spain, Portugal, Germany, Austria and Switzerland. The last three countries were treated as one region (German Speaking Countries: GSC) as they showed similar results in the adaptation process of the questionnaire [16]. More detailed characteristics for the total sample and per country are presented in Table 2.…”

Section: Subjects and Data Acquisitionmentioning

confidence: 99%

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Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

Beenen

Filiputti

Meyer

et al. 2017

European Journal of Physiotherapy

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This article assumes that, in order to improve evidence-based practice in physiotherapy, practitioners need sophisticated epistemic beliefs. Epistemic beliefs, or how physiotherapists view knowledge and how they come to this knowledge, are an important factor. A high sophistication of epistemic beliefs is linked to better handling of the complexity and uncertainty of daily practice and the variety of evidence resources associated with this practice. Materials and methods: This study explored the epistemic beliefs of physiotherapists in 10 different countries in Europe using an online survey: the Connotative Aspects of Epistemic Beliefs (CAEB). Results and conclusions: The study resulted in 1419 surveys. The epistemic beliefs proved to be of little difference between countries, showing a low to moderate sophistication in epistemic beliefs. Given the similar results between countries, this study also suggested the possibility of collaborating internationally in developing an epistemology in physiotherapy that is more suited to the complexity of current demands on health systems. The development of sophistication in epistemic beliefs should be firmly on the agenda for the education of physiotherapists.

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Section: Methodsmentioning

confidence: 99%

Section: Subjects and Data Acquisitionmentioning

confidence: 99%

Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

Beenen

Filiputti

Meyer

et al. 2017

European Journal of Physiotherapy

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“…Beliefs related to the nature of knowledge and learning are conceptualized as 'epistemological beliefs' (Schommer, 1990). Preliminary studies suggest results indicating that teachers' epistemological beliefs heavily influence processes of designing, conducting, directing, or evaluating classroom activities (Cam, 2015;Huang, 2014;Ismail, 2017;Saylan, Armagan and Bektas, 2016;Yousefzadeh and Azam, 2015). Kirschner (2009) states that epistemological beliefs can lead to the teacher's teaching styles and strategies and, in this respect, the teacher's personal teaching strategy is a unique reflection of his epistemological belief.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

How to become a constructivist teacher: The impact of philosophical thoughts on constructivist learning beliefs

Bardakçı¹,

Dilara²,

Derya³

et al. 2021

Istraživanja u pedagogiji

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This study aimed at investigating the causal relationships among teachers' constructivist learning beliefs, philosophical beliefs regarding the learning process, epistemological beliefs regarding the nature of knowledge and learning, vocational development opportunities, and the importance attached to these opportunities. In this direction, the causal relationships among these variables were tested through structural equation modelling using the data obtained from teachers working at basic education schools in Turkey. Constructivist Learning Beliefs Scale, Educational Beliefs Scale, Professional Development Scale, and Epistemological Beliefs Scale were used as the data collection tools. The results showed that philosophical beliefs, epistemological beliefs, and thoughts on vocational development opportunities significantly predicted teachers' constructivist learning beliefs.

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Epistemological beliefs of European physiotherapists – a multi-countrycross-cultural adaptation for the DEBQ and the CAEB questionnaires

Cited by 2 publications

References 22 publications

Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

Epistemic beliefs as a determinant in evidence-based practice in physiotherapy – a Multi-Country (Europe) Cross-Sectional Online Survey Study

How to become a constructivist teacher: The impact of philosophical thoughts on constructivist learning beliefs

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