Preservice teacher education students’ epistemological beliefs and conceptions about learning

Kwok Wai CHAN

Research output: Contribution to journalArticles

16 Citations (Scopus)

Abstract

A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions of learning. Regression and path analysis showed epistemological beliefs had significant predictor relationships with conceptions of learning. Four structural equation models were proposed to examine the predictive relationships between epistemological beliefs and selected pairs of quantitative and qualitative conceptions of learning, and the models were validated by confirmatory factor analysis. The results support the hypothesis that epistemological beliefs have significant predictive relationships with quantitative and qualitative conceptions of learning, implying epistemological beliefs play an important role in students’ learning. The paper concludes with implications drawn for the future direction of educational practices and research. Copyright © Springer Science+Business Media B.V. 2009.
Original languageEnglish
Pages (from-to)87-108
JournalInstructional Science
Volume39
Issue number1
DOIs
Publication statusPublished - Jan 2011

Citation

Chan, K.-W. (2011). Preservice teacher education students’ epistemological beliefs and conceptions about learning. Instructional Science, 39(1), 87-108.

Keywords

  • Chinese culture
  • Conceptions of learning
  • Epistemological beliefs
  • Hong Kong
  • Pre-service teacher education students

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