Modelling the Relationships among Beliefs about Learning, Knowledge, and Teaching of Pre-Service Teachers in Singapore.

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Bibliographic Details
Title:	Modelling the Relationships among Beliefs about Learning, Knowledge, and Teaching of Pre-Service Teachers in Singapore.
Authors:	Ching Sing CHAI¹, Timothy TEO¹ timot hy.teo@nie.ed u.sg, Chwee Beng LEE¹
Source:	Asia-Pacific Education Researcher (De La Salle University Manila). Mar2010, Vol. 19 Issue 1, p25-42. 18p. 3 Diagrams, 6 Charts.
Subject Terms:	Research, Theory of knowledge, Teaching, Learning, Structural equation modeling
Geographic Terms:	Singapore
Abstract:	This paper aims to investigate the beliefs about knowledge, learning and teaching Singaporean pre-service teachers. The results show that three out of eight hypotheses supported by the data. These hypotheses are 1) 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 traditionalist teaching negatively. The results also indicate that the participants may not relativistic outlooks and that they may be inclined towards constructivist teaching rather traditional teaching. In addition, the participants may not be epistemologically ready 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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper aims to investigate the beliefs about knowledge, learning and teaching Singaporean pre-service teachers. The results show that three out of eight hypotheses supported by the data. These hypotheses are 1) 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 traditionalist teaching negatively. The results also indicate that the participants may not relativistic outlooks and that they may be inclined towards constructivist teaching rather traditional teaching. In addition, the participants may not be epistemologically ready 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. [ABSTRACT FROM AUTHOR]
ISSN:	01195646
DOI:	10.3860/taper.v19i1.1507