NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1069614
Record Type: Journal
Publication Date: 2004-Jun
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0313-5373
Preservice Teachers' Epistemological Beliefs and Conceptions about Teaching and Learning: Cultural Implications for Research in Teacher Education
Chan, Kwok-wai
Australian Journal of Teacher Education, v29 n1 Article 1 Jun 2004
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.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A