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Epistemological and Pedagogical Beli...

Msendekwa, Michael B.

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Epistemological and Pedagogical Beliefs of Pre-service and In-service Teachers in a Tanzanian Context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Epistemological and Pedagogical Beliefs of Pre-service and In-service Teachers in a Tanzanian Context./
Author:	Msendekwa, Michael B.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	125 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-10, Section: A.
Contained By:	Dissertations Abstracts International76-10A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662539
ISBN:	9781321645125

Epistemological and Pedagogical Beliefs of Pre-service and In-service Teachers in a Tanzanian Context.
Msendekwa, Michael B.

Epistemological and Pedagogical Beliefs of Pre-service and In-service Teachers in a Tanzanian Context. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 125 p.

Source: Dissertations Abstracts International, Volume: 76-10, Section: A.

Thesis (Ph.D.)--Seattle Pacific University, 2015.

This item must not be added to any third party search indexes.

This study investigated the epistemological and pedagogical beliefs of pre-service and in-service teachers working toward a degree in education at a university in Tanzania. A total of 702 pre-service and in-service teachers from year one and three participated in the study. The Teaching and Learning Conception Questionnaire (Chan & Elliott, 2004b; Lee, Zhang, Song, & Huang 2013) was used to measure student-teachers' pedagogical beliefs, and the Epistemological Beliefs Questionnaire (Chan & Elliott, 2000, 2004b; Lee, Zhang, Song, & Huang, 2013) to measure their epistemological beliefs. Factor analysis of data from the Teaching and Learning Conception Questionnaire resulted in a two-factor solution very similar to that found by other researchers (Chan & Elliott, 2000, 2004b; Yilmaz & Sahil, 2011), with the factors representing a traditional conception and a constructivist conception. The two factors were not correlated, r = .04, p > .05. Student-teachers had a mean of 4.24 on the constructive conception whereas a mean of 3.20 on traditional conception, on a five-point scale where 1 = `strongly disagree' and 5 = `strongly agree.' MANOVA found significant main effects of year of study, F(1, 606) = 22.11, p = .001, n2 = .04, and Teacher type, F(1, 606) = 8.67,p = .001, n 2 = .01, for the traditional conception. Third year students were closer to neutral in their beliefs about the traditional conception than first year students, and in-service teachers closer to neutral than pre-service teachers. For the constructivist conception, there was a significant interaction of teacher type and year of study for constructivist conception, F(1, 606) = 10.68, p = .001, n 2 = .02. In year one, in-service teachers held more strongly to the constructivist conception than pre-service teachers, but in year three, there was no difference between these groups. Factor analysis of data from the Epistemological Beliefs Questionnaire resulted in a four-factor solution somewhat similar to that found by other researchers (Chan & Elliott, 2000, 2004b; Lee, Zhang, Song, & Huang, 2013). Factors representing student-teachers' epistemological beliefs were not further analyzed due to low Cronbach's alphas. Implications for practice and suggestions for future research are highlighted in the study.

ISBN: 9781321645125Subjects--Topical Terms:

3432465
Instructional Design.
Subjects--Index Terms:

Epistemological Beliefs

Epistemological and Pedagogical Beliefs of Pre-service and In-service Teachers in a Tanzanian Context.
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245 1 0 $a Epistemological and Pedagogical Beliefs of Pre-service and In-service Teachers in a Tanzanian Context.
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300 $a 125 p.
500 $a Source: Dissertations Abstracts International, Volume: 76-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Nagy, William.
502 $a Thesis (Ph.D.)--Seattle Pacific University, 2015.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This study investigated the epistemological and pedagogical beliefs of pre-service and in-service teachers working toward a degree in education at a university in Tanzania. A total of 702 pre-service and in-service teachers from year one and three participated in the study. The Teaching and Learning Conception Questionnaire (Chan & Elliott, 2004b; Lee, Zhang, Song, & Huang 2013) was used to measure student-teachers' pedagogical beliefs, and the Epistemological Beliefs Questionnaire (Chan & Elliott, 2000, 2004b; Lee, Zhang, Song, & Huang, 2013) to measure their epistemological beliefs. Factor analysis of data from the Teaching and Learning Conception Questionnaire resulted in a two-factor solution very similar to that found by other researchers (Chan & Elliott, 2000, 2004b; Yilmaz & Sahil, 2011), with the factors representing a traditional conception and a constructivist conception. The two factors were not correlated, r = .04, p > .05. Student-teachers had a mean of 4.24 on the constructive conception whereas a mean of 3.20 on traditional conception, on a five-point scale where 1 = `strongly disagree' and 5 = `strongly agree.' MANOVA found significant main effects of year of study, F(1, 606) = 22.11, p = .001, n2 = .04, and Teacher type, F(1, 606) = 8.67,p = .001, n 2 = .01, for the traditional conception. Third year students were closer to neutral in their beliefs about the traditional conception than first year students, and in-service teachers closer to neutral than pre-service teachers. For the constructivist conception, there was a significant interaction of teacher type and year of study for constructivist conception, F(1, 606) = 10.68, p = .001, n 2 = .02. In year one, in-service teachers held more strongly to the constructivist conception than pre-service teachers, but in year three, there was no difference between these groups. Factor analysis of data from the Epistemological Beliefs Questionnaire resulted in a four-factor solution somewhat similar to that found by other researchers (Chan & Elliott, 2000, 2004b; Lee, Zhang, Song, & Huang, 2013). Factors representing student-teachers' epistemological beliefs were not further analyzed due to low Cronbach's alphas. Implications for practice and suggestions for future research are highlighted in the study.
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653 $a Pedagogical Beliefs
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710 2 $a Seattle Pacific University. $3 1021997
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