Teachers' Conceptions of Approaches to Teaching: A Chinese Perspective

Autor/in	Chen, Junjun
Titel	Teachers' Conceptions of Approaches to Teaching: A Chinese Perspective
Quelle	In: Asia-Pacific Education Researcher, 24 (2015) 2, S.341-351 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-014-0184-3
Schlagwörter	Foreign Countries; Teacher Attitudes; Beliefs; Teaching Methods; Middle School Teachers; Questionnaires; Factor Analysis; Models; Learner Engagement; Lifelong Learning; Teacher Role; Tests; Teacher Responsibility; Power Structure; Gender Differences; Age Differences; Teacher Certification; Instructional Program Divisions; Teacher Characteristics; Student Centered Learning; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Faktorenanalyse; Analogiemodell; Life-long learning; Lebenslanges Lernen; Lehrerrolle; Examination; Prüfung; Examen; Lehrverpflichtung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Teachers' belief systems about the nature and purposes of a phenomenon such as teaching and learning influence strongly how they teach and what students learn and achieve. A sample of 891 Chinese middle school teachers from 15 middle schools in a province in China responded to a 48-item questionnaire which explored their conceptions of approaches to teaching. Confirmatory factor analysis was utilised to generate a model of approaches to teaching. This model comprised five factors, namely, Being Authorities and Teacher-centred, Focusing on Examination Practices, Developing Life-long Learners, Engaging Students in Learning, Being Responsible for Teaching and Home Connections. Differences in approaches to teaching were associated with various teacher characteristics including sex, age, teacher certificate and the year level they taught. The results strongly indicated a reliance on traditional Chinese teaching, but also identified some more student-centred teaching in Chinese middle schools. Implications for teaching improvement and professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01