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 教師與教師教育
  • MA 教師之專業教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

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

• 未指定或無法歸類

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]

• 英文

期刊論文

• 02188791

• 10.1080/02188790802036661

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

2010-09-24