Ghent University Academic Bibliography

Advanced

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
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
Student teachers, Educational beliefs, Primary education, Teacher education, Chinese education, MATHEMATICS, PEDAGOGY, CLASSROOM, KNOWLEDGE, VALIDATION, CONCEPTIONS, SCHOOL, PERSPECTIVES
journal title
ASIA PACIFIC EDUCATION REVIEW
Asia Pac. Educ. Rev.
volume
13
issue
3
pages
417 - 425
Web of Science type
Article
Web of Science id
000309346200003
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.5 (2012)
JCR rank
128/215 (2012)
JCR quartile
3 (2012)
ISSN
1598-1037
DOI
10.1007/s12564-012-9206-0
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2950366
handle
http://hdl.handle.net/1854/LU-2950366
date created
2012-06-30 09:11:13
date last changed
2014-04-18 10:16:06
@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},
  keyword      = {Student teachers,Educational beliefs,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://dx.doi.org/10.1007/s12564-012-9206-0},
  volume       = {13},
  year         = {2012},
}

Chicago
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.
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.
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.
MLA
Sang, Guoyuan, Martin Valcke, Jo Tondeur, et al. “Exploring the Educational Beliefs of Primary Education Student Teachers in the Chinese Context.” ASIA PACIFIC EDUCATION REVIEW 13.3 (2012): 417–425. Print.