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ERIC Number: EJ980953
Record Type: Journal
Publication Date: 2012-Sep
Pages: 9
Abstractor: As Provided
Reference Count: 75
ISBN: N/A
ISSN: ISSN-1598-1037
Exploring the Educational Beliefs of Primary Education Student Teachers in the Chinese Context
Sang, Guoyuan; Valcke, Martin; Tondeur, Jo; Zhu, Chang; van Braak, Johan
Asia Pacific Education Review, v13 n3 p417-425 Sep 2012
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)--developed in a Western context (Woolley et al. in "Educational and Psychological Measurement," 64: 319-331, 2004)--was validated 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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China