You are here:

The shift in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about teaching and learning over the course of teacher preparation program
PROCEEDINGS

, 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), Waynesville, NC USA

Full Text

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 May 20, 2022 from .

Keywords

References

View References & Citations Map
  1. Brownlee, J. (2001). Knowing and Learning in Teacher Education: A Theoretical Framework of Core and Peripheral Epistemological Beliefs. Asia-Pacific Journal of Teacher Education& Development, 4(1), 131-155.
  2. Brownlee, J. (2003). Changes in Primary School Teachers’ Beliefs about Knowing: a longitudinal study. AsiaPacific Journal of Teacher Education, 31(1), 87-98.
  3. Brownlee, J. (2004). Teacher education students’ epistemological beliefs: Developing a relational model of teaching. Research in Education, 72, 1-18.
  4. Cady, J., Meier, S.L., Lubinski, C.A. (2006). Developing Mathematics teachers: The transition from preservice to experienced teachers. The Journal of Educational Research, 99(5), 295-305.
  5. Chai, C.S., & Khine, M.S. (2008). Assessing the epistemological and pedagogical beliefs among pre-service teachers in Singapore. In M.S. Khine (Ed.). Knowing, knowledge and beliefs: Epistemological studies across diverse cultures. Netherlands: Springer.
  6. Chai, C.S., Khine, M.S., Teo, T. (2006). Epistemological beliefs on teaching and learning: a survey among preservice teachers in Singapore. Educational Media International, 43(4), 285-298.
  7. Deng, Z.Y. (2004). Beyond Teacher Training: Singaporean teacher preparation in the era of new educational initiatives. Teacher Education, 15(2), 159-173.
  8. Deng, Z.Y., & Gopinathan, S. (2003). Continuity and Change in Conceptual Orientations for Teacher Preparation in Singapore: challenging teacher preparation as training [1]. Asia-Pacific Journal of Teacher Education, 31(1), 51-65.
  9. Enwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and Beliefs About “Good Teaching”: an integration of contrasting research areas. Higher Education Research& Development, 19(1), 5-26.
  10. Hofer, B.K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
  11. Ravindran, B., Greene, B.A., & DeBacker, T.K. (2005). Predicting Preservice Teachers’Cognitive Engagement With Goals and Epistemological Beliefs. The Journal of Educational Research, 98(4), 222-232.
  12. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T.J. Buttery & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.), 102-119. New York: Macmillan Library Reference, USA.
  13. Schraw, G., Bendixen, L.D., & Dunkle, M.E. (2002). Development and validation of Epistemological Beliefs Inventory (EBI). In B.K. Hofer& P.R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References