Abstract

The articulation between epistemological beliefs, conceptions of teaching and learning, and teaching practices of secondary school science and humanities teachers has been little studied, particularly in the francophone world (Araújo-Oliveira, 2012, 2019 ; Bartos & Lederman, 2 014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their actual teaching practices remain rather passive (TALIS international survey - OECD, 2019). After characterizing these three theoretical constructs in a sample of 215 Quebec secondary school teachers (beginners, intermediate and experienced) in the humanities and social sciences and natural sciences, the article explores their articulations either through statistical analysis or by putting them into perspective in an interpretative phase of the research. The results are based on the quantitative analysis of teachers’ responses to a three-part closed online questionnaire. Statistical analyses (PCA, factorial ANOVA, correlations and Chi-square tests) show that teachers’ epistemological beliefs are rather refined, that there is an effect of seniority in the profession and an effect of the discipline taught on these beliefs, as well as a link between refined epistemological beliefs and traditional conceptions of teaching and learning. Finally, teachers’ self-reported practices appear to be insensitive to the discipline being taught.