Preservice teacher education students' epistemological beliefs and conceptions about learning

• Published in: Instructional science Vol. 39; no. 1; pp. 87 - 108
• Main Author: Chan, Kwok-Wai
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.01.2011; Springer Netherlands; Springer Nature B.V
• Subjects: Academic learning; Belief; Beliefs; Certitude; Correlation; Education; Educational Attitudes; Educational Practices; Educational Psychology; Epistemology; Foreign Countries; Hong Kong; Learning; Learning and Instruction; Learning motivation; Learning Processes; Learning Strategies; Longitudinal Studies; Modeling; Pedagogic Psychology; Perceptions; Predictor Variables; Preservice Teacher Education; Preservice Teachers; Questionnaires; Schematic Studies; Student Teacher Attitudes; Students; Teacher education; Hong Kong; Chinese culture; Hong Kong; Epistemological beliefs; Conceptions of learning; Preservice teacher education students
• ISSN: 0020-4277; 1573-1952
• DOI: 10.1007/s11251-009-9101-1

A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions of learning. Regression and path analysis showed epistemological beliefs had significant predictor relationships with conceptions of learning. Four structural equation models were proposed to examine the predictive relationships between epistemological beliefs and selected pairs of quantitative and qualitative conceptions of learning, and the models were validated by confirmatory factor analysis. The results support the hypothesis that epistemological beliefs have significant predictive relationships with quantitative and qualitative conceptions of learning, implying epistemological beliefs play an important role in students' learning. The paper concludes with implications drawn for the future direction of educational practices and research.