Four epistemological belief and two teaching/learning conception dimensions were identified from a questionnaire study of a sample of Hong Kong preservice teacher education students. The epistemological belief dimensions were labelled Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge and Certainty Knowledge. The somewhat different results on epistemological beliefs from Schommer’s findings with North American college students suggested the possible influence of cultural contexts. The teaching/learning conceptions were labeled Traditional and Constructivist Conceptions. MANOVA indicated no significant statistical differences across age, gender and elective groups in their epistemological beliefs and conceptions. Canonical Correlation Analysis showed significant relations between epistemological beliefs and conceptions about teaching and learning. Implications were drawn for future research in teacher education with respect to the relations of epistemological beliefs and teaching/learning conceptions in different cultures. Copyright © 2004 Edith Cowan University.
CitationChan, K.-W. (2004). Preservice teachers' epistemological beliefs and conceptions about teaching and learning: Cultural implications for research in teacher education. Australian Journal of Teacher Education, 29(1), Article 1.
- Cultural differences
- Student teacher attitudes
- Student teachers
- Teacher beliefs