NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810192
Record Type: Journal
Publication Date: 2008-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0218-8791
Open Attitudes, Attribution Beliefs, and Knowledge of Hong Kong Teacher Interns in an Era of Education Reform
Lam, Shui-fong; Law, Yin-kum
Asia Pacific Journal of Education, v28 n2 p177-187 Jun 2008
We have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades, and ratings from mentors and supervisors) were used to measure the interns' attribution beliefs, open attitudes, pedagogical knowledge, pedagogical content knowledge, and teaching performance. It was found that their openness to advice and challenges, effort attribution for failure, and pedagogical content knowledge were positively associated with their teaching performance in an era of education reform. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong