Relational Analysis of Personal Epistemology and Conceptions about Teaching and Learning

By Kwok-wai Chan *, R. Elliott. 2004

659 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5d98b23d43478f59cfb6f4dddff81bc7b827e947

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Pre-service ELT Teachers’ Beliefs and Perceptions on 21st Century Learning and Innovation Skills (4Cs) (2019, background): “Teachers’ beliefs, knowledge, skills and practice are affective in classroom teaching (Chan and Elliott, 2004), and the early established beliefs prospective teachers hold, prevail not only throughout the period of training but also persist during the early years of teaching.”
Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, background): “According to Marton, and Chin and Brown, students’ learning approaches are related to the motivational orientations during their learning processes. The surface approach is associated with extrinsic motivation, meaning motivation arises from environmental incentives and consequences, and the learner”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “Another possibility is that, although teachers’ epistemological beliefs can influence their classroom instruction (Brownlee and Berthelsen 2006; Chan and Elliott 2004; Kang and Wallace 2005), the relationship between beliefs and practices is more complex than we hypothesized.”
Pre‐service Teachers' Conceptions about Teaching and Learning: A closer look at Singapore cultural context (2007, background): “They demonstrate a proclivity to frame learning in the context of understanding and provides opportunities for students to interact with their peers so as to fashion their own learning experiences (Chan & Elliott, 2004; Howard, McGee, Schwartz, & Purcell, 2000).”
Beliefs about teaching and uses of technology among pre‐service teachers (2008, methodology): “Beliefs about teaching was measured by the Traditional Teaching (TT) and Constructivist Teaching (CT) scales developed by Chan and Elliot (2004) and was validated with 385 pre-service teachers in Hong Kong.”
The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers (2009, background): “In recent years, empirical findings have pointed to a possible relationship between one's beliefs about knowledge, beliefs about teaching (Brownlee, 2003 ; Entwistle, Skinner, Entwistle & Orr, 2000 ), and beliefs about learning (Chan & Elliott, 2004 ).”
Relational Analysis of College Science‐Major Students’ Epistemological Beliefs Toward Science and Conceptions of Learning Science (2010, background): “For example, Chan and Elliott (2004) found that epistemological beliefs held by Hong Kong teacher education students were associated with their conceptions of teaching and learning.”
Assessing Teachers' Epistemological and Ontological Worldviews (2008, methodology): “We conjecture that cultural differences occur, but that highly effective teachers tend to adopt relativist views of learning regardless of cultural differences (Brownlee & Berthelsen, 2006; Chan & Elliott, 2004 ).”
Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong (2010, background): “We are aware, however, that the intermingling of both teaching strategies exists in classroom practice (Chan and Elliott 2004 ).”