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

Kit Yi Angel WONG; Kwok Wai CHAN; Po Yin Miranda LAI

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

Kit Yi Angel WONG
, Kwok Wai CHAN
, Po Yin Miranda LAI

Department of Psychology (PS)

Research output: Contribution to conference › Papers

Abstract

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.

Original language	English
Publication status	Published - Jul 2008
Event	The XXIX International Congress of Psychology (ICP) - Berlin, Germany Duration: 20 Jul 2008 → 25 Jul 2008

Conference

Conference	The XXIX International Congress of Psychology (ICP)
Country/Territory	Germany
City	Berlin
Period	20/07/08 → 25/07/08

Keywords

Teaching Development Grant (TDG)
Period: TDG 2006-2007
TDG project code: T3282
Teaching Development Grant (TDG) Output

1 Teaching Development Grants (TDG)

Teaching development grants final and financial report: Students' beliefs about teaching and learning and knowledge acquisition
CHENG, M. H. M. & WONG, K. Y. A., 2010
Research output: Other contribution › Teaching Development Grants (TDG)

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

abstract = "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{\textquoteright} conceptions about teaching and learning. Helping teachers understand their epistemological beliefs would subsequently facilitate them to adopt appropriate instructional approach.",

author = "WONG, \{Kit Yi Angel\} and CHAN, \{Kwok Wai\} and LAI, \{Po Yin Miranda\}",

year = "2008",

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language = "English",

note = "The XXIX International Congress of Psychology (ICP) ; Conference date: 20-07-2008 Through 25-07-2008",

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TY - CONF

T1 - Pre-service teachers' epistemological beliefs and concepts about teaching and learning: A case study in the Hong Kong cultural context

AU - WONG, Kit Yi Angel

AU - CHAN, Kwok Wai

AU - LAI, Po Yin Miranda

PY - 2008/7

Y1 - 2008/7

N2 - 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.

AB - 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.

M3 - Papers

T2 - The XXIX International Congress of Psychology (ICP)

Y2 - 20 July 2008 through 25 July 2008

ER -

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

Abstract

Conference

Keywords

Fingerprint

Research output

Teaching development grants final and financial report: Students' beliefs about teaching and learning and knowledge acquisition