This 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. / published_or_final_version / Education / Master / Master of Education
| Identifer | oai:union.ndltd.org:HKU/oai:hub.hku.hk:10722/177248 |
| Date | January 2011 |
| Creators | Houghton, Esther., 侯雅詩. |
| Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
| Source Sets | Hong Kong University Theses |
| Language | English |
| Detected Language | English |
| Type | PG_Thesis |
| Source | http://hub.hku.hk/bib/B48366274 |
| Rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works., Creative Commons: Attribution 3.0 Hong Kong License |
| Relation | HKU Theses Online (HKUTO) |
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