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Preservice teacher education students’ epistemological beliefs and conceptions about learning

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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.

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Thanks to Mr. Lo Siu Chung, Eric of HKIEd, for his assistance in some of the statistical analysis of this manuscript.

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Correspondence to Kwok-Wai Chan.

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Chan, K. Preservice teacher education students’ epistemological beliefs and conceptions about learning. Instr Sci 39, 87–108 (2011).

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  • Chinese culture
  • Conceptions of learning
  • Epistemological beliefs
  • Hong Kong
  • Preservice teacher education students