File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective

TitleEffects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective
Authors
Issue Date2013
Citation
Australian Journal of Teacher Education, 2013, v. 38, n. 12, p. 119-146 How to Cite?
AbstractThis study examines how the beliefs of Chinese in-service teachers regarding knowledge and knowledge acquisition influence their instructional classroom practices in junior secondary schools directly or indirectly through their conceptions of teaching and learning. The results indicate that the factor of learning effort/process is highly valued by Chinese in-service teachers in their epistemological beliefs, and that the constructivist approach is the dominant conception on teaching and learning for junior secondary school teachers. In addition, the constructivist conception of teaching and learning is found to be positively related to three types of classroom instructional practices, whereas the traditional conception about teaching and learning is found to be only significantly and negatively linked to standard contemporary practices.
Persistent Identifierhttp://hdl.handle.net/10722/233741
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLee, John Chi Kin-
dc.contributor.authorZhang, Zhonghua-
dc.contributor.authorSong, Huan-
dc.contributor.authorHuang, Xianhan-
dc.date.accessioned2016-09-27T07:21:31Z-
dc.date.available2016-09-27T07:21:31Z-
dc.date.issued2013-
dc.identifier.citationAustralian Journal of Teacher Education, 2013, v. 38, n. 12, p. 119-146-
dc.identifier.issn1835--517-
dc.identifier.urihttp://hdl.handle.net/10722/233741-
dc.description.abstractThis study examines how the beliefs of Chinese in-service teachers regarding knowledge and knowledge acquisition influence their instructional classroom practices in junior secondary schools directly or indirectly through their conceptions of teaching and learning. The results indicate that the factor of learning effort/process is highly valued by Chinese in-service teachers in their epistemological beliefs, and that the constructivist approach is the dominant conception on teaching and learning for junior secondary school teachers. In addition, the constructivist conception of teaching and learning is found to be positively related to three types of classroom instructional practices, whereas the traditional conception about teaching and learning is found to be only significantly and negatively linked to standard contemporary practices.-
dc.languageeng-
dc.relation.ispartofAustralian Journal of Teacher Education-
dc.titleEffects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.14221/ajte.2013v38n12.3-
dc.identifier.scopuseid_2-s2.0-84921475631-
dc.identifier.volume38-
dc.identifier.issue12-
dc.identifier.spage119-
dc.identifier.epage146-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats