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Relationship between pre-service teacher's epistemological beliefs and knowledge acquisition approaches


Citation

Abdullah, Maria Chong and Jikamshi, Mahmud Haruna and Roslan, Samsilah and Ismail, Habsah (2015) Relationship between pre-service teacher's epistemological beliefs and knowledge acquisition approaches. In: 3rd International Conference on Educational Research and Practice (ICERP 2015), 25-26 Aug. 2015, The Everly, Putrajaya. (pp. 88-94).

Abstract / Synopsis

This study examines the relationship between dimensions of epistemological beliefs and knowledge acquisition approaches among pre-service teachers. In this quantitative study, a total of 418 pre-service teachers participated in the study comprising of, 215 males and 203 females, studying in colleges of education in Northern Nigeria. Pearson correlation was employed for data analysis of the study. The result showed that, there was a significant high and negative correlation between dimensions of epistemological beliefs and deep knowledge acquisition. However, the findings indicate a significant high positive correlation between the dimensions of epistemological beliefs and surface knowledge acquisition. Theoretical and practical implications of the study, as well as recommendations for future research, have been presented as well.


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Additional Metadata

Item Type: Conference or Workshop Item (Paper)
Divisions: Faculty of Educational Studies
Publisher: Faculty of Educational Studies, Universiti Putra Malaysia
Keywords: Knowledge acquisition; Epistemological beliefs; Pre-service teachers
Depositing User: Nabilah Mustapa
Date Deposited: 13 Feb 2019 14:28
Last Modified: 13 Feb 2019 14:28
URI: http://psasir.upm.edu.my/id/eprint/66336
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