Search results for: Teo Timothy
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This qualitative study examines seven pre-service teachers’ epistemological beliefs, their beliefs about learning and teaching, and their perceptions about the use of ICT. Seven pre-service teachers attending a one-year Postgraduate Diploma for Education program at the National Institute of Education in Singapore were randomly selected to participate in this study. The findings suggest that pre-service teachers’ beliefs about learning seem to align with their epistemological beliefs, while their beliefs about teaching are inconsistent with their epistemological beliefs. On the other hand, the pre-service teachers in this study would use ICT in ways that are more aligned with their beliefs in teaching rather than their beliefs in learning.
Updated: Feb. 05, 2014
The Theory of Planned Behavior (TPB) and Pre-service Teachers’ Technology Acceptance: A Validation Study Using Structural Equation Modeling
The current study applies the theory of planned behavior (TPB), a theory that is commonly used in commercial settings, to the educational context to explain pre-service teachers’ technology acceptance. It is also interested in examining its validity when used for this purpose. Two hundred and ninety-three participants completed a questionnaire measuring their responses to four constructs from the TPB. The results showed that attitude towards computer use had the largest effect on pre-service teachers’ intention to use technology, followed by perceived behavioral control, and subjective norm.
Updated: Feb. 27, 2013
The Change in Epistemological Beliefs and Beliefs about Teaching and Learning: A Study among Pre-service Teachers
This study explored the change in Singaporean pre-service teachers' epistemological beliefs and beliefs about learning and teaching over the course of a teacher preparation program. 413 Singaporean pre-service teachers participated in this study. Participants exhibited significant changes in epistemological beliefs and beliefs about learning and teaching. They indicated more relativistic epistemological outlooks and less constructivism in beliefs about teaching.
Updated: Jan. 31, 2010
Technology integration is achieved in teachers acting in the capacity of main change agents. The study explores the possibility of relations between teachers' beliefs about teaching and the use of technology. The study shows that a belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology.
Updated: Aug. 27, 2008