Epistemological Beliefs on Teaching and Learning: A Survey among Pre-Service Teachers in Singapore
Educational Media International Volume 43, Number 4, ISSN 0952-3987
Personal epistemological beliefs influence one's cognitive and metacognitive operations in a significant way. They also influence how teachers conceptualize teaching. It is therefore essential for teacher educators to understand the epistemological beliefs that pre-service teachers are holding to foster mature epistemological outlooks that could facilitate educational reforms. This study surveyed 537 Singapore pre-service teachers' epistemological beliefs. The results indicate that Singapore pre-service teachers were fairly homogenous in their beliefs. They place much emphasis on learning effort. Although they seem to be inclined to believe that knowledge is uncertain, they also tend to believe in the experts. Generally, the profiles suggest that it may be necessary for Singapore teacher educators to foster more mature epistemological outlooks among its pre-service teachers. (Contains 7 tables.)
Chai, C.S., Khine, M.S. & Teo, T. (2006). Epistemological Beliefs on Teaching and Learning: A Survey among Pre-Service Teachers in Singapore. Educational Media International, 43(4), 285-298.
Cited ByView References & Citations Map
The shift in Singaporean pre-service teachers’ epistemological beliefs and in their beliefs about teaching and learning over the course of teacher preparation program
Ching Sing Chai, Nanyang Technological University, Singapore; Seow Chong Wong, University of Georgia, United States; Timothy Teo, Nanyang Technological University, Singapore
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3384–3387
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