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Exploring the educational beliefs of primary education student teachers in the Chinese context
Guoyuan Sang,Martin Valcke,Jo Tondeur,Chang Zhu,Johan van Braak 서울대학교 교육연구소 2012 Asia Pacific Education Review Vol.13 No.3
Teacher educational beliefs may be largely shaped by culturally shared learning experiences and social values. The main purpose of this study is to explore educational beliefs of Chinese student teachers. An adapted version of the Teacher Beliefs Scale (TBS)-developed in a Western context (Woolley et al. in Educational and Psychological Measurement, 64: 319-331, 2004)-was validated in this study, and the profiles of student teacher educational beliefs were analyzed. The research participants consisted of 727 Chinese student teachers from four different teacher education universities. A factor analysis of the Chinese version of the TBS supported the dimensions of the original instrument, but some items had to be discarded to less consistent factor loading. The ANOVA results showed that there were significant differences in constructivist teaching beliefs with respect to gender, study year, and majoring subjects. But no significant differences in the adherence to traditional teaching beliefs were observed. The results also show that the first year student teachers hold stronger constructivist beliefs as compared to senior student teachers. This can be linked to the latter larger teaching and learning experiences in real classroom settings. Implications are drawn for further research in teacher education contexts.
Guoyuan Sang,Jyh‑Chong Liang,Ching Sing Chai,Yan Dong,Chin‑Chung Tsai 서울대학교 교육연구소 2018 Asia Pacific Education Review Vol.19 No.3
To help students build twenty-first century learning skills, teachers must have reasonable perceptions about twenty-first century learning. To investigate Chinese teachers’ perceptions of twenty-first century learning competencies (TP21CLC), we conducted a survey (N = 340) using the questionnaire “Teachers’ Perceptions of 21st Century Learning Competencies.” This scale consists of six subscales including collaborative learning; self-directed learning; meaningful use of information and communication technology; critical thinking; creative thinking; and problem solving. Teachers rated each item on two forms of expression: perceptions of preferred learning and perceptions of actual learning. The results indicated that there was a clear gap between actual and preferred perceptions of twenty-first century learning. In addition, teachers’ perceptions of meaningful use of information and communication technology (ICT) had significant, positive correlations with other factors of TP21CLC.
Hui Zhang,Chang Zhu,Guoyuan Sang 서울대학교 교육연구소 2014 Asia Pacific Education Review Vol.15 No.3
Media literacy is an essential skill for living in the twenty-first century. School-based instruction is a critical part of media literacy education (MLE), while research on teachers’ concerns and integration of MLE is not sufficient. The objective of this study is to investigate teachers’ stages of concern (SoC), perceived need, school context, and teacher practices of the integration of MLE in primary schools. For this purpose, a survey was setup and 392 primary school teachers participated in this study. The results show that teachers’ concerns of integration of MLE were generally oriented at the level of self-concerns. In the meanwhile, the integration of MLE was significantly related to teachers’ concerns and perceived need for MLE. Based on the results of regression analysis, teachers’ integration of MLE was significantly influenced by their SoC for MLE, school professional development support, and leadership support.