Hong Kong teacher education students' epistemological beliefs and approaches to learning

Kwok Wai CHAN

Research output: Contribution to journalArticle

Abstract

A study investigated the relation between epistemological beliefs and study approaches adopted by Hong Kong teacher education students. Data were collected from 292 teacher education students enrolled in the Certificate in Education course at the Hong Kong Institute of Education. Results revealed that the four dimensions of epistemological beliefs held by the students—innate/fixed ability, learning effort/process, authority/expert knowledge, and certainty knowledge—were significantly related to the deep, surface, and achieving study approach constructs. Results supported the suggestions in previous research that epistemological beliefs are related to metacognitive activities and clarified the misperception of Western scholars regarding the study approaches adopted by Chinese students. The implications of the results for classroom teaching and learning and for the future direction of research in this area are considered. Copyright © 2003 Manchester University Press.
Original languageEnglish
Pages (from-to)36-50
JournalResearch in Education
Volume69
Publication statusPublished - May 2003

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Hong Kong
teacher
learning
education
student
expert knowledge
certification
learning process
classroom
ability
Teaching

Citation

Chan, K.-W. (2003). Hong Kong teacher education students' epistemological beliefs and approaches to learning. Research in Education, 69, 36-50.

Keywords

  • Attitudes/Teachers college students
  • Teachers college students/Hong Kong
  • Cognitive style