Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs

Liu, Mei; Zwart, R.C.; Bronkhorst, Larike H.; Wubbels, Theo

doi:10.1016/j.tate.2021.103525

Cited by 8 publications

(9 citation statements)

References 55 publications

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“…This finding is consistent with the research conducted by Leon-Carillo and Ma in the context of Confucian culture [57,60]. For example, in China, student teachers were found to emphasize learning efforts and processes, and to lean toward viewing innate ability as important [57,61]. According to Lima and Hsieh, the cultural influence of Chinese Confucianism may be the driving force behind the development of similar beliefs about learning efforts [1,62].…”

Section: Changes In Beliefs On Learning and Teachingsupporting

confidence: 88%

Exploring Changes in Epistemological Beliefs and Beliefs about Teaching and Learning: A Mix-Method Study among Chinese Teachers in Transnational Higher Education Institutions

Wang,

Kim

2023

Sustainability

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When teachers engage in transnational higher education, exposure can challenge their existing beliefs and expand their understanding of effective pedagogical approaches. Collaborative teaching can influence teachers’ beliefs through collaboration and interactions. Thus, this study investigated changes in Chinese university teachers’ epistemological beliefs and beliefs about teaching and learning by addressing the following research questions: Are there any changes across time in beliefs about epistemology, learning, and teaching among teaching faculty members working in transnational higher education (TNHE)? To what extent do epistemological beliefs and beliefs about teaching change among teaching faculty members working in TNHE? Both qualitative and quantitative methods were used during the 2018–2022 academic years. A paired sample t-test revealed significant improvements in constructivist teaching (CT), innate ability (IA), and authority knowledge (AK). The semi-structured group interviews provided supporting evidence. The findings demonstrate that sharing and collaboration can promote changes in teachers’ epistemological beliefs and their beliefs about teaching and learning. Chinese teachers tend to develop more constructivist and student-centered beliefs after working with foreign colleagues. Transnational faculty collaboration promotes professional growth and diverse thoughts. By using mix-method examination of teachers’ epistemological and pedagogical beliefs within the TNHE context, this study provides empirical evidence supporting the development of tailored professional development opportunities.

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Section: Changes In Beliefs On Learning and Teachingsupporting

confidence: 88%

Exploring Changes in Epistemological Beliefs and Beliefs about Teaching and Learning: A Mix-Method Study among Chinese Teachers in Transnational Higher Education Institutions

Wang,

Kim

2023

Sustainability

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“…Further research is needed to examine whether the present findings can be reproduced with particular tasks for specific subject matters. Second, these results are inconsistent with several studies reporting that teachers' constructivist beliefs were weakened and transmissive beliefs were strengthened during their professional development (Hammond, 2022;Liu et al, 2022;Voss & Kunter, 2020). This inconsistency might have occurred because this study examined only the effect of content knowledge proficiency levels.…”

Section: Discussioncontrasting

confidence: 58%

“…Although previous research has investigated how teachers' constructivist and transmissive beliefs changed throughout their professional development, the results have been inconsistent. Some studies have indicated that the constructivist belief is strengthened and the transmissive belief is weakened in the course of university teacher‐training programmes or through educational practice in schools (Decker et al, 2015; Voet & De Wever, 2019), while other studies have shown that the constructivist belief is weakened and the transmissive belief is strengthened (Hammond, 2022; Liu et al, 2022; Voss & Kunter, 2020).…”

Section: Introductionmentioning

confidence: 99%

Comparing judgements of educational desirability between learner and instructor roles with low or high proficiency

Kinda

2023

Brit J of Edu Psychol

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Background and AimsIndividuals often consider the relative desirabilities of two types of educational methods: those oriented towards teacher guidance and those oriented towards student activity. This study examined whether the optimal methods perceived by individuals differ when they take the perspective of learners or instructors with low or high levels of proficiency in content knowledge.Samples and MethodsParticipants (N = 495) reported one subject in which they had low or high content knowledge proficiency and assumed one role (i.e., a learner enrolled in a class or an instructor responsible for a class). Participants then rated 10 items, each representing a typical classroom situation oriented towards teacher guidance or student activity, on the extent to which they considered the situation desirable as a learner or an instructor.Results and ConclusionsRegardless of their proficiency, the instructor‐role participants viewed educational methods oriented towards student activity as more desirable (teacher guidance as less desirable) than did the learner‐role participants. Further, irrespective of their role, participants with high proficiency considered student activity as more desirable (teacher guidance as less desirable) than did participants with low proficiency. Subject matter analysis of mathematics, language and history proficiencies produced the same judgement tendencies. Based on the premise that individuals generally increase in content knowledge (rather than decrease) and that they start as learners and become instructors (not vice versa), this study depicts the cognitive process of individuals as strengthening their preference for student activity by developing their content knowledge and transforming their role from learner to instructor.

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“…This is also consistent with Labone (2004) who addressed the necessity to extend the engagement domain within the classroom to broader social contexts, including parents and colleagues. Such a finding might be associated with a common understanding of being a teacher among Chinese teachers, including PSTs, that addresses the bond between teachers and students, such as the parenting and obedience relationship, as a separate domain than classroom teaching ( Liu et al, 2022 ). This two-factor structure also aligns with another recent study that validated a revised TSES among both Chinese ISTs and PSTs that identified a one-factor structure, which, as assumed by the Ma et al (2020) , could be attributed to Chinese participants’ holistic view of teaching.…”

Section: Discussionmentioning

confidence: 99%

“…Chinese teachers, including PSTs, have been found to have a perception of teaching responsibilities differing from their western counterparts; for instance, their preferences for teacher-oriented instruction, exercising parental authenticity, and ethnical care for students ( Lin and Gorrell, 2009 ; Liu et al, 2022 ). Such differences might be rooted in the Chinese paternalism perspective of teacher morality that addresses teacher authority and moral guidance, together with teaching competence ( Ho and Hau, 2004 ; Ye and Zhou, 2020 ; Kutuk et al, 2022 ).…”

Section: Teacher Self-efficacy Measurement In the Chinese Context And...mentioning

confidence: 99%

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

Luo

Cavanagh

et al. 2023

Front. Psychol.

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Challenges exist in the validating procedure and comprehensiveness of the existing TSE measurements, though advancements have been achieved. Also, less consistencies have been received regarding teacher self-efficacy measurement in Chinese context so that the study developed and validated a new comprehensive scale for this construct. A total of 854 Chinese pre-service teachers responded to 40 purposely selected teacher self-efficacy items, together with the Generalized Self-Efficacy Scale, the agreeableness subscale of the Big Five Inventory, and items on their effectiveness of teaching practicing and intention to be a teacher. Exploratory factor analyses revealed two distinct factors, one factor (Ethos) focused on the general school climate, harmony, and cooperation, as well as teachers’ own professional development, the other (Teaching) focused on aspects of classrooms and student learning. Confirmatory and second-order factor analysis supported the existence of two factors and also indicated one overarching construct of teacher self-efficacy. Both domains were significantly correlated with general self-efficacy and agreeableness, with either moderate or low correlations. Significant differences in teacher self-efficacy for Ethos and Teaching were found between pre-service teachers who reported higher levels of effectiveness during their professional placement and greater intention to be teachers compared to those with lower self-ratings. In addition, a 20-item short version of the scale was developed, and the same factorial structure was confirmed. This study validated the two-factor structure of a newly developed teacher self-efficacy scale that covers domains both within and outside classroom teaching. Limitations and implications are discussed.

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Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs

Cited by 8 publications

References 55 publications

Exploring Changes in Epistemological Beliefs and Beliefs about Teaching and Learning: A Mix-Method Study among Chinese Teachers in Transnational Higher Education Institutions

Exploring Changes in Epistemological Beliefs and Beliefs about Teaching and Learning: A Mix-Method Study among Chinese Teachers in Transnational Higher Education Institutions

Comparing judgements of educational desirability between learner and instructor roles with low or high proficiency

Measuring teacher self-efficacy: Validating a new comprehensive scale among Chinese pre-service teachers

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