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DOI:http://dx.doi.org/10.26855/er.2018.05.002

Educational Beliefs and Passion among Preservice Teachers: A Comparative Statistical Analysis

Date: May 21,2018 |Hits: 4169 Download PDF How to cite this paper
Low Suet Fin1*, Zahari Ishak2
1. Road User Behavioural Change Research Centre (RUBC), Malaysian Institute of Road Safety Research (MIROS), ASEAN Road Safety Centre, Lot 125-135, Jalan TKS 1, Taman Kajang Sentral, 43000 Kajang, Selangor D.E., Malaysia
2. Department of Educational Psychology and Counselling, Faculty of Education, University of Malaya, 50603 Kuala Lumpur, Malaysia
*Corresponding author: Low Suet Fin, Ph.D., Director

Abstract

The objective of this study was to identify the differences for the sub-constructs of educational beliefs and passion for teaching among 409 preservice teachers from Malaysia and China. Results demonstrated that Malaysian preservice teachers scored the highest mean for traditionalism whereas the Chinese preservice teachers obtained the highest mean for romanticism. As for passion, the Malaysian and Chinese preservice teachers reported the highest mean in harmonious passion. Findings reported as for educational beliefs, the mean of two countries in their traditionalism and progressivism was significantly different. Preservice teachers from Malaysia reported higher mean than those from China in both cases. Regarding passion for teaching, the differences were only found in obsessive passion where Malaysian pre-service teachers reported the higher mean.

References

 

How to cite this paper

Educational Beliefs and Passion among Preservice Teachers: A Comparative Statistical Analysis

How to cite this paper: Fin, L. S., & Ishak Z. (2018). Educational Beliefs and Passion among Preservice Teachers: A Comparative Statistical Analysis. The Educational Review, USA, 2(5), 281-288.
http://dx.doi.org/10.26855/er.2018.05.002
Full Text: PDF  DOI:10.26855/er.2018.05.002
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