Pre-service teacher education students' epistemological beliefs and their conceptions of teaching Export

@article{citeulike:4069222, abstract = {A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed.}, author = {Cheng, May M. and Chan, Kwok-Wai and Tang, Sylvia Y. and Cheng, Annie Y.}, citeulike-article-id = {4069222}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/j.tate.2008.09.018}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0742051X08001728}, doi = {10.1016/j.tate.2008.09.018}, issn = {0742051X}, journal = {Teaching and Teacher Education}, keywords = {computers, epistemology, technology}, month = {February}, number = {2}, pages = {319--327}, posted-at = {2009-02-19 01:31:50}, priority = {2}, title = {Pre-service teacher education students' epistemological beliefs and their conceptions of teaching}, url = {http://dx.doi.org/10.1016/j.tate.2008.09.018}, volume = {25}, year = {2009} }

TY - JOUR ID - citeulike:4069222 L3 - citeulike-article-id:4069222 N2 - A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed. IS - 2 JF - Teaching and Teacher Education SN - 0742051X EP - 327 TI - Pre-service teacher education students' epistemological beliefs and their conceptions of teaching VL - 25 SP - 319 KW - computers KW - epistemology KW - technology AU - Cheng, May AU - Chan, Kwok-Wai AU - Tang, Sylvia AU - Cheng, Annie PY - 2009/02// UR - http://dx.doi.org/10.1016/j.tate.2008.09.018 ER -