Teacher education student's epistemological beliefs and their conceptions about teaching and learning

被引：17

作者：

Aypay, Ayse ^{[1
]}

机构：

[1] Eskisehir Osmangazi Univ, Fac Educ, TR-26480 Eskisehir, Turkey

来源：

INNOVATION AND CREATIVITY IN EDUCATION | 2010年 / 2卷 / 02期

关键词：

PERFORMANCE; MOTIVATION;

D O I：

10.1016/j.sbspro.2010.03.380

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study is to adapt the teaching-learning approaches questionnaire in to Turkish and determine the relationship between teacher education students' espistemological beliefs and their aproaches to teaching-learning. The results, based on 341 student-teachers, indicated that the factor sturucture is consistent with the model. Further analyses indicated that student teacher views differ based on gender, department, class-level. Finally, relationships were found among epistemological beliefs (Innate/Fixed Ability, Learning Effort, Learning Process/Expert Knowledge, Certainty Knowledge) and approaches to teaching and learning (Constructivist Conception, Traditional Conception). (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：2599 / 2604

页数：6

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