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The shift in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about teaching and learning over the course of teacher preparation program
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, Nanyang Technological University, Singapore ; , University of Georgia, United States ; , Nanyang Technological University, Singapore

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to investigate the change in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about learning and teaching over the course of their teacher preparation program. An online survey was administered during the first week of the nine-month long program and the same survey was administered after the pre-service teachers had completed all their course work and practicum. 413 useful responses were obtained. A paired-samples t test shows that there are significant changes in epistemological beliefs and in beliefs about learning and teaching. The results indicate that while Singaporean pre-service teachers become more relativistic in their epistemological outlook, they also become less constructivist oriented in their beliefs about teaching. In addition, they seem to value effort in learning less and believe more in ability as innate at the end of their teacher preparation program.

Citation

Chai, C.S., Wong, S.C. & Teo, T. (2009). The shift in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about teaching and learning over the course of teacher preparation program. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3384-3387). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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