The Role of Epistemological Beliefs in Hong Kong Preservice Teachers’ Learning

Abstract

Research has shown that epistemological beliefs have significant relations with cognitive and metacognitive variables such as reading comprehension, learning and teaching approaches, learning conceptions and motivation. However, there are few theoretical frameworks or models informing how epistemological beliefs function in the learning process and outcomes. Therefore, this paper attempts to review literature on epistemological beliefs and learning research and apply the findings to Biggs' 3P model of classroom learning to exemplify the role that epistemological beliefs play in the conceptions of learning of pre-service teachers in Hong Kong. The actions and effects of the pre-service teachers' epistemological beliefs on their learning conceptions, approaches to learning and the product of learning to teach are discussed within the cultural context. The paper will conclude with comments about the implications of this study for the future direction of research in the area of teacher education development.