Search results for: Shi Qingmin
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Relationships of New Teachers’ Beliefs and Instructional Practices: Comparisons Across Four Countries
This study investigates the relationship between new teachers' beliefs about instruction and teaching practices. It also discusses some possible reasons for the relationships between teacher beliefs and teacher practices within national and international contexts. To examine the relationships between new teachers’ beliefs and their instructional practices, the authors selected new teachers in four OECD countries including Hungary, Korea, Norway, and Turkey. The findings showed that the instructional practices of new teachers from the four selected countries were neither consistent nor aligned with their beliefs about instruction. One of the reasons for this result may be that new teachers’ self-reported instructional practices might differ significantly from their actual performance.
Updated: May. 05, 2015
This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in three dimensions. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education.
Updated: Jan. 12, 2010
The present study was designed to explore pre-service teachers' attitudes towards teacher self-disclosure in Chinese and US classroom teaching. 126 Chinese pre-service teachers and 180 US pre-service teachers participated in this study.
Updated: Nov. 04, 2009