Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching

May Hung May CHENG, Kwok Wai CHAN, Yee Fan Sylvia TANG, Yan Ni Annie CHENG

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107 Citations (Scopus)

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. Copyright © 2009 Elsevier.
Original languageEnglish
Pages (from-to)319-327
JournalTeaching and Teacher Education
Volume25
Issue number2
DOIs
Publication statusPublished - Feb 2009

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planning of teaching
student teacher
teacher
education
student
bachelor
quantitative method
qualitative method
ability
learning

Citation

Cheng, M. M. H., Chan, K.-W., Tang, S. Y. F., & Cheng, A. Y. N. (2009). Pre-service teacher education students’ epistemological beliefs and their conceptions of teaching. Teaching and Teacher Education, 25(2), 319-327.

Keywords

  • Epistemological beliefs
  • Knowledge acquisition
  • Beliefs
  • Conceptions of teaching
  • Pre-service teachers
  • Teaching strategies
  • Teaching Development Grant (TDG)
  • Period: TDG 2006-2007
  • TDG project code: T3282
  • Teaching Development Grant (TDG) Output