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Exploring the educational beliefs of primary education student teachers in the Chinese context

Guoyuan Sang (UGent) , Martin Valcke (UGent) , Jo Tondeur (UGent) , Zhu Chang and Johan van Braak (UGent)
(2012) ASIA PACIFIC EDUCATION REVIEW. 13(3). p.417-425
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Abstract
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educa- tional beliefs of Chinese student teachers. An adapted ver- sion of the Teacher Beliefs Scale (TBS)—developed in a Western context (Woolley et al. in Educational and Psy- chological Measurement, 64: 319–331, 2004)—was vali- dated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts.
Keywords
Educational beliefs, Student teachers, Primary education, Teacher education, Chinese education, MATHEMATICS, PEDAGOGY, CLASSROOM, KNOWLEDGE, VALIDATION, CONCEPTIONS, SCHOOL, PERSPECTIVES

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MLA
Sang, Guoyuan, et al. “Exploring the Educational Beliefs of Primary Education Student Teachers in the Chinese Context.” ASIA PACIFIC EDUCATION REVIEW, vol. 13, no. 3, 2012, pp. 417–25, doi:10.1007/s12564-012-9206-0.
APA
Sang, G., Valcke, M., Tondeur, J., Chang, Z., & van Braak, J. (2012). Exploring the educational beliefs of primary education student teachers in the Chinese context. ASIA PACIFIC EDUCATION REVIEW, 13(3), 417–425. https://doi.org/10.1007/s12564-012-9206-0
Chicago author-date
Sang, Guoyuan, Martin Valcke, Jo Tondeur, Zhu Chang, and Johan van Braak. 2012. “Exploring the Educational Beliefs of Primary Education Student Teachers in the Chinese Context.” ASIA PACIFIC EDUCATION REVIEW 13 (3): 417–25. https://doi.org/10.1007/s12564-012-9206-0.
Chicago author-date (all authors)
Sang, Guoyuan, Martin Valcke, Jo Tondeur, Zhu Chang, and Johan van Braak. 2012. “Exploring the Educational Beliefs of Primary Education Student Teachers in the Chinese Context.” ASIA PACIFIC EDUCATION REVIEW 13 (3): 417–425. doi:10.1007/s12564-012-9206-0.
Vancouver
1.
Sang G, Valcke M, Tondeur J, Chang Z, van Braak J. Exploring the educational beliefs of primary education student teachers in the Chinese context. ASIA PACIFIC EDUCATION REVIEW. 2012;13(3):417–25.
IEEE
[1]
G. Sang, M. Valcke, J. Tondeur, Z. Chang, and J. van Braak, “Exploring the educational beliefs of primary education student teachers in the Chinese context,” ASIA PACIFIC EDUCATION REVIEW, vol. 13, no. 3, pp. 417–425, 2012.
@article{2950366,
  abstract     = {{Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educa- tional beliefs of Chinese student teachers. An adapted ver- sion of the Teacher Beliefs Scale (TBS)—developed in a Western context (Woolley et al. in Educational and Psy- chological Measurement, 64: 319–331, 2004)—was vali- dated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts.}},
  author       = {{Sang, Guoyuan and Valcke, Martin and Tondeur, Jo and Chang, Zhu and van Braak, Johan}},
  issn         = {{1598-1037}},
  journal      = {{ASIA PACIFIC EDUCATION REVIEW}},
  keywords     = {{Educational beliefs,Student teachers,Primary education,Teacher education,Chinese education,MATHEMATICS,PEDAGOGY,CLASSROOM,KNOWLEDGE,VALIDATION,CONCEPTIONS,SCHOOL,PERSPECTIVES}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{417--425}},
  title        = {{Exploring the educational beliefs of primary education student teachers in the Chinese context}},
  url          = {{http://doi.org/10.1007/s12564-012-9206-0}},
  volume       = {{13}},
  year         = {{2012}},
}

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