A nexus of the relationships between learning approaches, epistemic beliefs and response to discordant supervisors’ feedback among pre-service teachers
A nexus of the relationships between learning approaches, epistemic beliefs and response to discordant supervisors’ feedback among pre-service teachers

Summary/Abstract: The study examined the correlation between pre-service teachers’ epistemic beliefs, learning approaches and their response to discordant supervisors’ feedback. The study is survey research that adopts a descriptive technique. Results found significant relationships between how pre-service teachers’ respond to discordant feedback and each of the four epistemic beliefs type viz.: quick learning (r=0.22, p=0.002); omniscient authority (r=0.25, p=0.001), innate ability (r=0.28, p=0.000)and simple knowledge (r=0.32, p=0.000). No significant relationship was found between the pre-service teachers’ response to discordant feedback and certain knowledge (r= -0.011 and p=0.88). The study also found that when the surface approach to learning was controlled, there was significant correlation between teachers’ response to discordant feedback and deep approach to learning (r=0.39, p=0.000); while there was no significant relationship between their response to discordant feedback and surface approach (r=0.041, p=0.578) when deep approach was controlled. The study concluded on the need for the incorporation of deep approaches into teacher education programmes including reflective teaching practices and how to give and respond to feedback by supervisors and pre-service teachers respectively. The approaches should also consider the contexts of epistemic beliefs of the pre-service teachers.

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