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Article: Open attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform

TitleOpen attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reform
Authors
KeywordsAttribution Beliefs
Education Reform
Knowledge
Openness
Teacher Education
Teaching Performance
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02188791.asp
Citation
Asia Pacific Journal Of Education, 2008, v. 28 n. 2, p. 177-187 How to Cite?
AbstractWe have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades, and ratings from mentors and supervisors) were used to measure the interns' attribution beliefs, open attitudes, pedagogical knowledge, pedagogical content knowledge, and teaching performance. It was found that their openness to advice and challenges, effort attribution for failure, and pedagogical content knowledge were positively associated with their teaching performance in an era of education reform. © 2008 National Institute of Education, Singapore.
Persistent Identifierhttp://hdl.handle.net/10722/175466
ISSN
2015 Impact Factor: 0.531
2015 SCImago Journal Rankings: 0.370
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, SFen_US
dc.contributor.authorLaw, YKen_US
dc.date.accessioned2012-11-26T08:58:51Z-
dc.date.available2012-11-26T08:58:51Z-
dc.date.issued2008en_US
dc.identifier.citationAsia Pacific Journal Of Education, 2008, v. 28 n. 2, p. 177-187en_US
dc.identifier.issn0218-8791en_US
dc.identifier.urihttp://hdl.handle.net/10722/175466-
dc.description.abstractWe have investigated how open attitudes, attribution beliefs, pedagogical knowledge, and pedagogical content knowledge were related to teaching performance among teacher interns. The participants were 72 teacher interns in Hong Kong, where large-scale education reform has been launched since 2000. Multiple methods (self-report, academic grades, and ratings from mentors and supervisors) were used to measure the interns' attribution beliefs, open attitudes, pedagogical knowledge, pedagogical content knowledge, and teaching performance. It was found that their openness to advice and challenges, effort attribution for failure, and pedagogical content knowledge were positively associated with their teaching performance in an era of education reform. © 2008 National Institute of Education, Singapore.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02188791.aspen_US
dc.relation.ispartofAsia Pacific Journal of Educationen_US
dc.subjectAttribution Beliefsen_US
dc.subjectEducation Reformen_US
dc.subjectKnowledgeen_US
dc.subjectOpennessen_US
dc.subjectTeacher Educationen_US
dc.subjectTeaching Performanceen_US
dc.titleOpen attitudes, attribution beliefs, and knowledge of Hong Kong teacher interns in an era of education reformen_US
dc.typeArticleen_US
dc.identifier.emailLam, SF: lamsf@hku.hken_US
dc.identifier.emailLaw, YK: yklaw@hkucc.hku.hken_US
dc.identifier.authorityLam, SF=rp00568en_US
dc.identifier.authorityLaw, YK=rp00922en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/02188790802036661en_US
dc.identifier.scopuseid_2-s2.0-70449704491en_US
dc.identifier.hkuros144010-
dc.identifier.hkuros141747-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-70449704491&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume28en_US
dc.identifier.issue2en_US
dc.identifier.spage177en_US
dc.identifier.epage187en_US
dc.identifier.isiWOS:000257085900005-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridLam, SF=7402279467en_US
dc.identifier.scopusauthoridLaw, YK=7006095372en_US
dc.identifier.citeulike3040539-

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