File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

postgraduate thesis: A study of teacher beliefs concerning the teaching and learning of ESLin Hong Kong universities

TitleA study of teacher beliefs concerning the teaching and learning of ESLin Hong Kong universities
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Houghton, E. [侯雅詩]. (2011). A study of teacher beliefs concerning the teaching and learning of ESL in Hong Kong universities. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836627
AbstractThis mixed-methods exploratory study of 34 ESL university teachers in Hong Kong sought to investigate the relationship between teachers’ beliefs about teaching and learning, their epistemological beliefs, and their classroom practice. Generally, findings indicate beliefs are formed though teachers’ past learning experiences, and professional education. Higher sophistication in teacher epistemology positively impacted classroom practice, probably facilitated through regular self-reflection and greater cognitive engagement, with teachers focusing more on student learning, and preparing students for independent study.
DegreeMaster of Education
SubjectEnglish language - Study and teaching (Higher) - China - Hong Kong.
College teachers - China - Hong Kong - Attitudes.
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorHoughton, Esther.-
dc.contributor.author侯雅詩.-
dc.date.issued2011-
dc.identifier.citationHoughton, E. [侯雅詩]. (2011). A study of teacher beliefs concerning the teaching and learning of ESL in Hong Kong universities. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836627-
dc.description.abstractThis mixed-methods exploratory study of 34 ESL university teachers in Hong Kong sought to investigate the relationship between teachers’ beliefs about teaching and learning, their epistemological beliefs, and their classroom practice. Generally, findings indicate beliefs are formed though teachers’ past learning experiences, and professional education. Higher sophistication in teacher epistemology positively impacted classroom practice, probably facilitated through regular self-reflection and greater cognitive engagement, with teachers focusing more on student learning, and preparing students for independent study.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48366274-
dc.subject.lcshEnglish language - Study and teaching (Higher) - China - Hong Kong.-
dc.subject.lcshCollege teachers - China - Hong Kong - Attitudes.-
dc.titleA study of teacher beliefs concerning the teaching and learning of ESLin Hong Kong universities-
dc.typePG_Thesis-
dc.identifier.hkulb4836627-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836627-
dc.date.hkucongregation2011-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats