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Preservice Teachers' Beliefs about Learning and Knowledge.

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Bibliographic Details
Title: Preservice Teachers' Beliefs about Learning and Knowledge.
Language: English
Authors: Klein, Perry D.
Source: Alberta Journal of Educational Research. Dec 1996 42(4):361-377.
Peer Reviewed: Y
Page Count: 17
Publication Date: 1996
Document Type: Reports - Research
Tests/Questionnaires
Journal Articles
Descriptors: Beliefs, College Students, Constructivism (Learning), Education Majors, Educational Attitudes, Factor Structure, Foreign Countries, Higher Education, Learning Processes, Preservice Teacher Education, Questionnaires, Student Attitudes
Geographic Terms: Canada
ISSN: 0002-4805
Abstract: Survey of 279 students entering the Faculty of Education at the University of Western Ontario revealed a structure of beliefs about learning and knowledge having 10 factors that were nearly orthogonal with each other. Most students endorsed a view of learning that included both constructivist and transmission-oriented themes. Contains 58 references and the survey questionnaire. (Author/SV)
Entry Date: 1997
Accession Number: EJ536484
Database: ERIC
FullText Text:
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  Data: Preservice Teachers' Beliefs about Learning and Knowledge.
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  Data: <searchLink fieldCode="SO" term="%22Alberta+Journal+of+Educational+Research%22"><i>Alberta Journal of Educational Research</i></searchLink>. Dec 1996 42(4):361-377.
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  Data: Y
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  Data: 17
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  Data: 1996
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  Data: <searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Majors%22">Education Majors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attitudes%22">Educational Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Structure%22">Factor Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 0002-4805
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  Label: Abstract
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  Data: Survey of 279 students entering the Faculty of Education at the University of Western Ontario revealed a structure of beliefs about learning and knowledge having 10 factors that were nearly orthogonal with each other. Most students endorsed a view of learning that included both constructivist and transmission-oriented themes. Contains 58 references and the survey questionnaire. (Author/SV)
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  Data: 1997
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 361
    Subjects:
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Constructivism (Learning)
        Type: general
      – SubjectFull: Education Majors
        Type: general
      – SubjectFull: Educational Attitudes
        Type: general
      – SubjectFull: Factor Structure
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Questionnaires
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Canada
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      – TitleFull: Preservice Teachers' Beliefs about Learning and Knowledge.
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              Type: published
              Y: 1996
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