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Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

Guoyuan Sang UGent, Martin Valcke UGent, Johan van Braak UGent, Chang Zhu, Jo Tondeur UGent and Yu Kailian (2012) ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 40(4). p.363-378
abstract
The present study aims to challenge primary school science teachers’ beliefs about education and teaching efficacy, as well as their teaching practices, through a videocase-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants’ beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
primary education, EDUCATION, CONCEPTIONS, EFFICACY, STUDENT-TEACHERS, PROFESSIONAL-DEVELOPMENT PROGRAM, DESIGN, science teaching efficacy beliefs, teacher beliefs, video-based teacher development
journal title
ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION
volume
40
issue
4
pages
363 - 378
Web of Science type
Article
Web of Science id
000310141700003
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.362 (2012)
JCR rank
166/215 (2012)
JCR quartile
4 (2012)
ISSN
1359-866X
DOI
10.1080/1359866X.2012.724655
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
3032247
handle
http://hdl.handle.net/1854/LU-3032247
date created
2012-10-21 22:04:45
date last changed
2015-06-17 10:17:15
@article{3032247,
  abstract     = {The present study aims to challenge primary school science teachers{\textquoteright} beliefs about education and teaching efficacy, as well as their teaching practices, through a videocase-based intervention programme in a Chinese educational setting. A total of 46 in-service teachers were involved in this study (experimental group = 23, control group = 23). Pre- and post-intervention surveys were administered to examine possible changes in the participants{\textquoteright} beliefs about education and science teaching efficacy. Video data were gathered through classroom observations of 9 participants from the experimental group and 9 participants from the control group. The results of one-way analysis of covariance indicate that the reported post-intervention beliefs of teachers who participated in the programme differed significantly from their pre-intervention beliefs. More specifically, teachers in the experimental groups reported fewer traditional and more constructivist beliefs after the intervention, as well as stronger personal science teaching efficacy beliefs. One exception included beliefs about science teaching outcome expectancy. The video data showed that teaching practices became more constructivist in terms of both practical activities and student ICT use.},
  author       = {Sang, Guoyuan and Valcke, Martin and van Braak, Johan and Zhu, Chang and Tondeur, Jo and Kailian, Yu},
  issn         = {1359-866X},
  journal      = {ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION},
  keyword      = {primary education,EDUCATION,CONCEPTIONS,EFFICACY,STUDENT-TEACHERS,PROFESSIONAL-DEVELOPMENT PROGRAM,DESIGN,science teaching efficacy beliefs,teacher beliefs,video-based teacher development},
  language     = {eng},
  number       = {4},
  pages        = {363--378},
  title        = {Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools},
  url          = {http://dx.doi.org/10.1080/1359866X.2012.724655},
  volume       = {40},
  year         = {2012},
}

Chicago
Sang, Guoyuan, Martin Valcke, Johan van Braak, Chang Zhu, Jo Tondeur, and Yu Kailian. 2012. “Challenging Science Teachers’ Beliefs and Practices Through a Video-case-based Intervention in China's Primary Schools.” Asia-pacific Journal of Teacher Education 40 (4): 363–378.
APA
Sang, G., Valcke, M., van Braak, J., Zhu, C., Tondeur, J., & Kailian, Y. (2012). Challenging science teachers’ beliefs and practices through a video-case-based intervention in China's primary schools. ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, 40(4), 363–378.
Vancouver
1.
Sang G, Valcke M, van Braak J, Zhu C, Tondeur J, Kailian Y. Challenging science teachers’ beliefs and practices through a video-case-based intervention in China's primary schools. ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 2012;40(4):363–78.
MLA
Sang, Guoyuan, Martin Valcke, Johan van Braak, et al. “Challenging Science Teachers’ Beliefs and Practices Through a Video-case-based Intervention in China's Primary Schools.” ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 40.4 (2012): 363–378. Print.