Relationships of New Teachers' Beliefs and Instructional Practices: Comparisons across Four Countries

Autor/inn/en	Shi, Qingmin; Zhang, Shaoan; Lin, Emily
Titel	Relationships of New Teachers' Beliefs and Instructional Practices: Comparisons across Four Countries
Quelle	In: Action in Teacher Education, 36 (2014) 4, S.322-341 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2014.948228
Schlagwörter	Foreign Countries; Beginning Teachers; Teacher Attitudes; Teaching Methods; Educational Practices; Correlation; Teacher Surveys; Socioeconomic Influences; Academic Achievement; Educational Administration; Institutional Autonomy; Teacher Education; Faculty Development; Institutional Characteristics; Statistical Distributions; Learner Controlled Instruction; Direct Instruction; Constructivism (Learning); Comparative Analysis; Hungary; Norway; South Korea; Turkey; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Korrelation; Sozioökonomischer Faktor; Schulleistung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Institutionelle Autonomie; Lehrerausbildung; Lehrerbildung; Wahrscheinlichkeitsverteilung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Ungarn; Norwegen; Korea; Republik; Türkei
Abstract	Drawing on large-scale international teachers' data from Hungary, Korea, Norway, and Turkey in the Teaching and Learning International Survey in 2008 assessment, this study examined the relationships between new teachers' beliefs about instruction (direct transmission and constructivist beliefs) and teaching practices (structured, student orientation, and enhanced activities) in the international contexts. The findings of this study showed that for new teachers from the four selected countries, their instructional practices were neither consistent nor aligned with their beliefs about instruction; thus, there were no consistent patterns of the relationship between teacher beliefs and their instructional practices in each country. The results were discussed from perspectives of two types of contexts: classroom and school contexts, and national and international contexts. This study adds to the understanding of relationships between teacher beliefs and instructional practices with international data sets. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10