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Modelling the relationships among beliefs about learning, knowledge, and teaching of pre-service teachers in Singapore
Citation
Chai, C. S., Teo, T. K. G., & Lee, C. B. (2010). Modelling the relationships among beliefs about learning, knowledge, and teaching of pre-service teachers in Singapore. The Asia-Pacific Education Researcher, 19(1), 25-42.
Author
Chai, Ching Sing
•
Teo, Timothy
•
Lee, Chwee Beng
Abstract
This paper aims to investigate the beliefs about knowledge, learning and teaching of 718 Singaporean pre-service teachers. The results show that three out of eight hypotheses were supported by the data. These hypotheses are I) Innate ability will significantly influence traditionalist teaching positively. 2) Learning effort/process will significantly influence constructivist teaching positively, and 3) Learning effort/process will significantly influence traditionalist teaching negatively. The results also indicate that the participants may not hold relativistic outlooks and that they may be inclined towards constructivist teaching rather than traditional tftchin&. In addition, the participants may not be epistemologically ready for constructivist teaching. This paper contributes to the research on teachers' beliefs by applying structural equation modelling to examine the strengths and inter-relationships between different types of beliefs.
Date Issued
2010
Publisher
De La Salle University Manila
Journal
The Asia-Pacific Education Researcher