Search results for: Wong Benjamin

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.