Pre-service teachers' epistemological beliefs and concepts about teaching and learning: A case study in the Hong Kong cultural context

Pre-service teachers' epistemological beliefs and concepts about teaching and learning: A case study in the Hong Kong cultural context

• Wong, Kit Yi Angel The Hong Kong Institute of Education
• Chan, Kwok Wai The Hong Kong Institute of Education
• Lai, Po Yin Miranda The Hong Kong Institute of Education

2008

The XXIX International Congress of Psychology, International Congress Centrum (2008: Berlin, Germany.)

• A 人的成長與發展
  • AC 社化；自我概念；自尊、身份認同、感性、情緒、羣性與德性的發展
• M 教師與教師教育
  • MA 教師之專業教育

• Hong Kong

• 1997.7 onwards

• 專上教育

A survey was conducted with 604 pre-service teacher education students in Hong Kong to examine their epistemological beliefs, conceptions about teaching and learning, and the relationships between these beliefs and conceptions. For epistemological beliefs, the students tended to conceive knowledge as tentative, attained by effort rather than given by authority or limited by ability. They endorsed the constructivist conception more than the traditional conception about teaching and learning. Structural equation modeling and path analysis showed that epistemological beliefs predict students’ conceptions about teaching and learning. Helping teachers understand their epistemological beliefs would subsequently facilitate them to adopt appropriate instructional approach.

Paper presented at the XXIX International Congress of Psychology, International Congress Centrum, Berlin, Germany.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/97541cac

2015-03-25