ERIC Number: ED429734
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Taiwan Early Childhood Pre-Service Teachers' Professional Beliefs.
Lin, Huey-Ling; Gorrell, Jeffrey; Silvern, Steven B.
This study examined the patterns of Taiwanese early childhood preservice teachers' professional beliefs about teaching and learning. The instrument included six open-ended questions that examined preservice teachers' perceptions of their roles as teachers, of ways that children learn, and of their relationships with children. Participants were 298 preservice teachers who were completing either their first or third year of a teacher training program. The study aimed primarily at description or conceptualization of central beliefs and interrelationships among them. Content analysis and the grounded theory method were the predominant mode of data analysis. The data suggest that preservice teachers' beliefs can be conceptualized and organized systematically. Their beliefs can be divided into three categories: goals for which the teacher is responsible, a deep commitment to teaching, and enhancing self-cultivation in which students are responsible for their own learning. Interrelationships among teacher role, images of classroom practice, ways children learn, the reasons for schooling, children's needs from teachers, and the relationship between teachers and students were constructed by the researchers. The study shows that teacher education in Taiwan plays a major role in preserving, broadening, and strengthening Chinese educational beliefs. Contains 62 references. (Author/HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan