Designing Professional Learning Communities through Understanding the Beliefs of Learning [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (65th, Albuquerque, NM, Nov 6-8, 2016).

Autor/inn/en	Ke, Jie; Kang, Rui; Liu, Di
Titel	Designing Professional Learning Communities through Understanding the Beliefs of Learning [Konferenzbericht] Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (65th, Albuquerque, NM, Nov 6-8, 2016).
Quelle	(2016), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Communities of Practice; Professional Development; Preservice Teachers; Mathematics Teachers; Beliefs; Student Attitudes; Self Control; Knowledge Level; Social Influences; Ability; Middle School Teachers; Secondary School Teachers; Teacher Education Programs; Questionnaires; Correlation; Constructivism (Learning); Maximum Likelihood Statistics; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Ausland; Community; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Schülerverhalten; Selbstbeherrschung; Wissensbasis; Sozialer Einfluss; Fähigkeit; Fertigkeit; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fragebogen; Korrelation; Statistische Analyse
Abstract	This study was designed to initiate the process of building professional development learning communities for pre-service math teachers through revealing those teachers' conceptions/beliefs of students' learning and their own learning in China. It examines Chinese pre-service math teachers' conceptions of student learning and their related pedagogical beliefs with respect to the following four aspects: self-regulation, construction of knowledge, the social nature of learning, and a dynamic view of ability. A total of 129 middle-school and secondary pre-service math teachers from China participated in this study. The results indicated that the Chinese pre-service teachers' conceptions of student learning and their pedagogical beliefs are constructive, process-oriented, and progressive. In addition, the traditional Chinese socio-cultural values still have an impact on the pre-service teachers' conceptions of student learning. Implications and recommendations for designing meaningful and effective teacher professional development programs that not only incorporate teachers' beliefs of student learning but also are aligned with Chinese mathematics education reform are also discussed. [For the full proceedings, see ED581791.] (As Provided).
Anmerkungen	Commission for International Adult Education. Available from: American Association for Adult and Continuing Education. 10111 Martin Luther King Junior Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: office@aaace.org; e-m
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01