Search results for: China
Page 6/7 69 items
This review evaluates the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; and (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies.
Updated: Nov. 02, 2010
This paper represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective?
Updated: Oct. 12, 2010
Transforming the Existing Model of Teaching Practicum: A Study of Chinese EFL Student Teachers' Perceptions
The current article reports on a study of Chinese pre-service teachers' perceived problems in their teaching practicum. Reflective paper-writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The article points out that these problems have been caused by the exiting rationalist model of teacher education. Furthermore, the article also emphasises the need to transform the existing model of teaching practicum.
Updated: Sep. 19, 2010
The current study assessed the association between preservice teacher-related variables on measures of the Physical Educators' Intention toward Teaching Individuals with Disabilities II – Preservice Survey (PEITID-II-PS). 213 preserive physical education teachers ,who purposely selected from universities in China, Korea, and the United States, participated in the study. Results indicated that both intention and perceived behavioral control were predicted by teaching experience and perceived teaching competency.
Updated: Aug. 18, 2010
A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education
The purpose of this study is to understand teachers' perspectives on their roles in higher education, and their views about the adoption of a social-constructivist approach to teaching and learning. Furthermore, the study aims to understand the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. The authors interviewed 60 Chinese teachers from Beijing, China and 30 Flemish teachers from Flanders, Belgium.
Updated: Aug. 01, 2010
This article describes a study on teacher educators' professional development in the context of national curriculum reform in China. The article presents a case study on Chinese teacher educators' professional development in the context of education reform. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. After analyzing the major issues emerging from the investigation, the author suggests further research regarding the development of a sustainable curriculum of teacher education and steering standards for teacher educators' professional development.
Updated: Apr. 27, 2010
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
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
Exploring the Quality of Early Childhood Education in China: Implications for Early Childhood Teacher Education
This exploratory study was designed to measure the quality of early childhood education utilizing the Early Childhood Learning Environment Rating Scale-Revised (ECERS-R) in 40 classrooms in Beijing, China. Implications for early childhood teacher education are addressed.
Updated: Oct. 28, 2009
Cross-Cultural Immersion in China: Preparing Pre-Service Elementary Teachers to Work with Diverse Student Populations in the United States
This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents.
Updated: Oct. 21, 2009