Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform

Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform

• Lam, Shui Fong University of Hong Kong
• Law, Yin Kum University of Hong Kong

Asia Pacific Journal of Education, 28(2), 177-187, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Student Teachers Interns (Education) Educational Innovations Educational Change Teaching Education Hong Kong China Attribution Beliefs Education Reform Knowledge Openness Teacher Education Teaching Performance

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

We have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades, and ratings from mentors and supervisors) were used to measure the interns' attribution beliefs, open attitudes, pedagogical knowledge, pedagogical content knowledge, and teaching performance. It was found that their openness to advice and challenges, effort attribution for failure, and pedagogical content knowledge were positively associated with their teaching performance in an era of education reform.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790802036661]

• English

Journal Articles

• 02188791

• 10.1080/02188790802036661

https://bibliography.lib.eduhk.hk/bibs/433b5ccf

2010-09-24