Investigating Teachers' Educational Beliefs in Chinese Primary Schools: Socioeconomic and Geographical Perspectives

Autor/inn/en	Sang, Guoyuan; Valcke, Martin; van Braak, Johan; Tondeur, Jo
Titel	Investigating Teachers' Educational Beliefs in Chinese Primary Schools: Socioeconomic and Geographical Perspectives
Quelle	In: Asia-Pacific Journal of Teacher Education, 37 (2009) 4, S.363-377 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Constructivism (Learning); Multivariate Analysis; Profiles; Teacher Attitudes; Beliefs; Educational Attitudes; Teacher Surveys; Elementary School Teachers; Socioeconomic Influences; Questionnaires; Traditionalism; Predictor Variables; Likert Scales; Foreign Countries; China + Suchen Sie Ihr Suchwort? Multivariate Analyse; Charakterisierung; Profilanalyse; Lehrerverhalten; Belief; Glaube; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sozioökonomischer Faktor; Fragebogen; Traditionalismus; Prädiktor; Likert-Skala; Ausland
Abstract	This empirical study explores the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings. A survey of 820 primary school teachers was conducted using a questionnaire focusing on teachers' traditional and constructivist beliefs about teaching and learning. Analysis of variance and cluster analysis were applied. Results show that gender and subject domain affect traditional educational beliefs. Significant differences appear considering economic and geographical context variables. Cluster analysis helps to delineate four teacher belief profiles: a constructivist profile, a mixed constructivist/traditional profile, a traditional profile, and a mixed low constructivist/traditional profile. Inter-relation between teacher belief profiles and school categories are discussed. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10