Search results for: Wang Jian
Page 1/1 5 items
Teachers’ Beliefs of Behaviors, Learning, and Teaching Related to Minority Students: A Comparison of Han and Mongolian Chinese Teachers
This study surveyed the beliefs of behavior, learning, and teaching that the mainstream Han and minority Mongolian Chinese teachers in the same school contexts hold about their Mongolian Chinese students. It found that the two groups agreed that teachers’ inadequate planning and management were the major sources of their students’ behavior problems while students’ home backgrounds, abilities, and efforts explained their learning failure or success. Both believed that students’ emotional and social problems were more important than their learning problems for them to attend to, and their expertise in helping students develop self-worth was more important than their expertise in curriculum and pedagogy.
Updated: Jan. 02, 2017
Initial Epistemological Beliefs Transformation in One Teacher Education Classroom: Case Study of Four Preservice Teachers
Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. This study examined the beliefs of four preservice teachers in an introduction methods course. The results showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.
Updated: Nov. 29, 2010
The authors review literature since 1997 of the effect of beginners' teachers conceptions and practice. The review includes the first approach using theoretical assumptions, the second approach analyses effects through teachers' report' and the third approach explores multiple data sources.
Updated: Oct. 26, 2008
An Alternative Conception of Mentor–Novice Relationships: Learning to Teach in Reform-Minded Ways as a Context
The article examines mentor-novice relationships, based on critical constructivist and social cultural perspectives. Teacher educators developed 16 types of mentor-novice relationships and demonstrate some of relationships as well as their consequences on reform minded teaching.
Updated: May. 12, 2008
The study explores the effects of induction into beginning teachers' ideas and practice of teaching. Three approaches to understanding the effect are: the assumed effects based on theoretical assumptions, the analysis of the effects through teachers' reports, and effects of using multiple data sources.
Updated: Mar. 27, 2008