Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore

Chai, Ching Sing; Khine, Myint Swe; Teo, Timothy

doi:10.1080/09523980600926242

Cited by 66 publications

(58 citation statements)

References 37 publications

(33 reference statements)

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“…The pre-service teachers' epistemological belief that learning depends on effort was found to be sophisticated; yet, their beliefs that learning depends on talent and there is only one truth are not developed much. These findings are parallel to the study of Schommer (1990) focusing on the independence of epistemological beliefs; however, do not concur with the findings reported by Türkan et al (2016), Chai, Khine and Teo (2006). Thus, it can be argued that the pre-service teachers think that effort is important in learning and this belief should be developed.…”

Section: Discussion and Resultscontrasting

confidence: 70%

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Yorulmaz¹,

Can²,

Çokçalışkan³

2017

JETS

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The purpose of the current study is to determine the relationship between the pre-service classroom teachers' epistemological beliefs and techno pedagogical subject-area competencies. While the universe of the study is comprised of a total of 187 senior pre-service teachers attending the Department of Classroom Teacher Education in Mugla Sıtkı Kocman University in 2014-2015 academic year, the sampling consists of 141 pre-service teachers selected through the random sampling method from among the universe. The reason for selecting the senior students for the universe of the study was that they had already taken the subject-area, pedagogical and general culture courses. In the collection of the research data, The Techno Pedagogical Competency Scale and Epistemological Belief Scale and a personal information form were used. The data were analyzed by using IBM SPSS 21.0 program package. During the analysis process, first it was tested whether the data display a normal distribution and after it was determined that the data show a normal distribution, from among the descriptive statistics, t-test and one-way ANOVA were used to reveal the differences and Pearson-product Moment Correlation Coefficient analysis was used to elicit the correlations. The analyses revealed that the pre-service classroom teachers' level of techno pedagogical competencies is high and their level of epistemological beliefs is medium. Gender and academic grade point average were found to be not leading to significant differences in their techno pedagogical subject-area competencies. Moreover, a negative and significant correlation was found between the pre-service classroom teachers' techno pedagogical subject-area competencies and epistemological beliefs.

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Section: Discussion and Resultscontrasting

confidence: 70%

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Yorulmaz¹,

Can²,

Çokçalışkan³

2017

JETS

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“…Similarly, Chai, Khine and Teo (2006) revealed that when compared to females, males are more disposed to believe that ability is inherent and stable, and in a different finding, they also found that females did not question authority knowledge and believed that knowledge is exact and never changes.…”

Section: Conclusion and Discussionmentioning

confidence: 98%

Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

Şekercioğlu¹,

Yildirir²

2018

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Özet -Bu araştırmada, Eğitim Fakültesi İlköğretim Matematik, Fen Bilgisi ve Ortaöğretim Bölümlerinde öğrenim gören 1004 öğretmen adayının epistemolojik inançları ve bu inançların cinsiyet, öğrenme stili, akademik başarı, sınıf ve bölüme göre değişiklik gösterip göstermediğinin belirlenmesi amaçlanmıştır. Veri toplamak amacıyla Epistemolojik İnanç Ölçeği ve Kolb Öğrenme Stili Ölçeği kullanılmıştır. Analiz sonuçları incelendiğinde, cinsiyete göre epistemolojik inançlarda farklılıklar görülmüştür. Ayrıca, öğrenme stilleri ile epistemolojik inançları arasında negatif bir ilişki bulunmuştur. Analiz sonuçlarına göre, öğretmen adaylarının, öğrenmenin çabaya bağlı olduğuna inanç ile ilgili inançlarının daha gelişmiş tek bir doğrunun var olduğu ile ilgili inançlarının daha az gelişmiş düzeyde olduğu, epistemolojik inançlarında her bir boyutta sınıf düzeylerine göre anlamlı farklılıklar olduğu ve kızların erkeklere göre epistemolojik inançlarının daha gelişmiş olduğu belirlenmiştir.

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“…The beliefs about how knowledge is obtained vary in terms of being specific to individuals as well as to the education processes that they have had (Al-Weher, 2004). In conducted studies, differentiation in some working groups takes place according to working majors of candidate teachers (Chai, Khine, & Teo, 2006;Eren, 2006) where as there is no differentiation in some groups (Chan, Tan, & Khoo, 2007). There is a differentiation in majors in the belief that learning depends on process or ability.…”

Section: Discussionmentioning

confidence: 98%

An Analysis of the Candidate Teachers’ Beliefs Related to Knowledge, Learning and Teaching

Bay¹,

Vural²,

Demir³

et al. 2015

IES

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Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers' belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals' beliefs on knowledge, learning and teaching are highly interdependent.

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Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore

Cited by 66 publications

References 37 publications

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Eğitim Fakültesi Öğrencilerinin Epistemolojik İnançlarının Bazı Değişkenlere Göre İncelenmesi

An Analysis of the Candidate Teachers’ Beliefs Related to Knowledge, Learning and Teaching

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