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

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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]
Copyright of Asia-Pacific Education Researcher (De La Salle University Manila) is the property of De La Salle University Manila and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Modelling the Relationships among Beliefs about Learning, Knowledge, and Teaching of Pre-Service Teachers in Singapore.
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  Data: 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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  Data: <i>Copyright of Asia-Pacific Education Researcher (De La Salle University Manila) is the property of De La Salle University Manila and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3860/taper.v19i1.1507
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        Text: English
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      – SubjectFull: Teaching
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      – SubjectFull: Structural equation modeling
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              Text: Mar2010
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