The evaluation of BİLSEM mathematics teachers epistemological beliefs on the justification of knowledge and their use of technology

In this study, the epistemological beliefs of Bilsem mathematics teachers while justifying knowledge and their use of technology were examined. In the research, the case study method, one of the qualitative research methods, was used. The research was carried out with 5 mathematics teachers working as permanent staff in Bilsem schools in Balıkesir, Burdur, Kocaeli, İstanbul and İzmir in the 2021-2022 academic year. The sample of the study consists of Bilsem mathematics teachers selected by the easily accessible case sampling method. Semi-structured interview was used as a data collection tool in the research. Semi-structured interviews with teachers were made with the help of social communication networks. In the analysis of the data obtained in this research; content analysis, one of the qualitative data analysis approaches, was used. The interviews were recorded; the recordings were transcribed. The data obtained after the transcript was read repeatedly and various reductions were made in the data, and primary coding and meaningful themes were formed from the inferences of the acquired coding. The findings are presented under the themes of epistemological beliefs about the justification of knowledge and the effects of these beliefs on technology use. As a result of the research, it was seen that the participant teachers' .own .use skills and their positive epistemological beliefs while acquiring knowledge supported the development of a positive educational technological attitude. In addition, from the results of the research, it was concluded that epistemological beliefs and using technology are two closely related phenomena in terms of teachers' epistemological beliefs in terms of developing a positive attitude towards their tendency to use technology.