Pre-service teacher education students' epistemological beliefs and their conceptions of teaching |
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Authors: | May M.H. Cheng Kwok-Wai Chan Sylvia Y.F. Tang Annie Y.N. Cheng |
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Affiliation: | The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China |
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Abstract: | A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed. |
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Keywords: | Epistemological beliefs Knowledge acquisition Beliefs Conceptions of teaching Pre-service teachers Teaching strategies |
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