Exploring epistemological beliefs of bilingual Filipino preservice teachers in the Filipino and English languages

被引：27

作者：

Bernardo, Allan B. I. ^{[1
]}

机构：

[1] De La Salle Univ, Counseling & Educ Psychol Dept, Manila 1004, Philippines

来源：

JOURNAL OF PSYCHOLOGY | 2008年 / 142卷 / 02期

关键词：

bilingual; epistemological beliefs; Phillippines; preservice teachers;

D O I：

10.3200/JRLP.142.2.193-208

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

In this study, the author investigated the epistemological beliefs of 864 bilingual Filipino preservice teachers using Filipino and English versions of the Schommer Epistemological Questionnaire (M. Schommer, 1998). The author conducted confirmatory factor analyses to determine the dimensions and structure of the epistemological beliefs. The results revealed two factors: Simple Learning and Structured Learning. The same factors were found using the Filipino and English versions of the questionnaire. The author discusses the results in terms of how they contribute to the growing evidence regarding the possible problems with particular multidimensional theories and quantitative measures of epistemological beliefs. The results also indicate how the specific epistemological beliefs of the Filipino preservice teachers may reflect features of the Philippine educational system and its tensions regarding pedagogy.

引用

页码：193 / 208

页数：16

共 38 条

[1] EPISTEMOLOGICAL BELIEFS AND REFLECTIVE JUDGMENT
BENDIXEN, LD
DUNKLE, ME
SCHRAW, G
[J]. PSYCHOLOGICAL REPORTS, 1994, 75 (03) : 1595 - 1600
[2] BERNARDO ABI, 2002, LEARNING EDGE, V3, P44
[3] BERNARDO ABI, 2008, RIPPLES CHANGE JOURN, P43
[4] BERNARDO ABI, 2002, DEFINING LEARNING GO
[5] BERNARDO ABI, 2005, ENDLINE STUDY MATH S
[6] The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students
Bråten, I
Stromso, HI
[J]. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2005, 75 : 539 - 565
[7] Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals
Bråten, I
Stromso, HI
[J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2004, 29 (04) : 371 - 388
[8] Brownlee J., 2001, Teaching in Higher Education, V6, P247, DOI [10.1080/13562510120045221, DOI 10.1080/13562510120045221]
[9] Chan K.-W., 2004, EDUC PSYCHOL-UK, V24, P123, DOI [10.1080/0144341032000160100, DOI 10.1080/0144341032000160100]
[10] Chan K. W., 2000, ASIA-PAC J TEACH EDU, V28, P225, DOI [https://doi.org/10.1080/713650691, DOI 10.1080/713650691, 10.1080/71365069, DOI 10.1080/71365069]

← 1 2 3 4 →