Search results for: Van Braak Johan
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Investigating Teachers' Educational Beliefs in Chinese Primary Schools: Socioeconomic and Geographical Perspectives
This empirical study investigates the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings. A survey of 820 primary school teachers was conducted. Results show that gender and subject domain affect traditional educational beliefs. Significant differences appear considering economic and geographical context variables.
Updated: Jan. 31, 2010
An interview study was conducted in Flanders, Belgium, regarding Information and Communication Technologies (ICT) teachers training. The study focused on the content and format of the teacher training and to what extent is the training linked to schools policies. The results indicate ICT programs are not well developed and linked only partially to school policies.
Updated: Jun. 10, 2008
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
The article described the development and validation of the Beliefs about Primary Education Scale (BPES). The 18-item scale for assessing primary school teachers' beliefs toward the nature of good education is subdivided into a transmissive dimension and the developmental dimension. Recent studies (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs.
Updated: Feb. 05, 2008