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Yin Hongbiao,Xie Chen,Hu Huimin,Wang Mingshuai 서울대학교 교육연구소 2020 Asia Pacific Education Review Vol.21 No.2
Responding to increased global research interest in teacher educators’ professional lives, this study explores the resilience of Teaching–Research Ofcers, a characteristic type of teacher educators, in the context of mainland China. Based on survey data collected from a nationally representative sample (N=5489), the results show that the Teaching–Research Ofcers surveyed generally favourably evaluated their resilience, as measured by their efcacy beliefs and work engagement, and that their resilience was signifcantly infuenced by various personal, situated, and professional factors. This study extends the research on teacher resilience and provides quantitative evidence supporting the existing conceptual framework. The fndings call for attention to be paid to the roles of professional development programmes and research-related job requirements for teacher educators. The study’s limitations and directions for future research are discussed.
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Wenlan Wang,Hongbiao Yin,Genshu Lu,Qiaoping Zhang 서울대학교 교육연구소 2017 Asia Pacific Education Review Vol.18 No.3
This study explored the relationships between Chinese college students’ perceptions of the classroom environment and some affective aspects in the study of mathematics. A total of 2529 students responded to three measures that were specifically designed to assess college students’ perceptions of the mathematics classroom environment, their emotional experiences and values of studying mathematics. Comparatively, the students had a higher score on the value of mathematics but lower scores on their emotional experiences of mathematics learning, and the characteristics of the classroom environment had some significant effects on the students’ emotional experiences and values of studying mathematics. The eight classroom environmental factors were categorised into three groups according to the nature and extent of their effects on students’ affect in mathematics learning. Although most classroom environmental factors had a positive impact on college students’ emotional experiences and values in the study of mathematics, the effects of two environmental factors, the difficulty of studying mathematics and teacher support, were of particular interest. Given these results, instructors are encouraged to leave more room for student autonomy, to adopt some innovative learning approaches to promote student collaboration and to pay close attention to the difficulty of the mathematics curricula and competition among students.
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Jiying Han,Hongbiao Yin,Wenlan Wang 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.4
This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers’ goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher levels of relational and mastery goals for teaching and greater student-focused approach to teaching. Male teachers reported lower levels of ability-approach and mastery goals than female teachers, and teachers with no more than 5 years of teaching experience scored higher on both ability-approach and ability-avoidance goals than those with more than 15 years of teaching experience. The study also revealed that teachers’ ability goals significantly predicted a teacher-focused approach to teaching, and mastery goals predicted a student-focused approach to teaching.
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Xin Zheng,Hongbiao Yin,Yuan Liu,Zheng Ke 서울대학교 교육연구소 2016 Asia Pacific Education Review Vol.17 No.3
The building of professional learning communities has been widely recognized as an effective strategy for schools wanting to improve student performance and enhance teachers’ professional capacity. This study explored the relationship between leadership practices and professional learning communities, with a particular focus on the mediating role of trust in colleagues within the context of mainland China. A total of 215 primary school teachers in a province of southwestern China participated in the study. The results showed that leadership practices and trust in colleagues had positive effects on five factors of professional learning communities, namely a shared sense of purpose, collaborative activity, collective focus on student learning, deprivatized practice, and reflective dialog. Trust in colleagues also mediated the influence of leadership practices on professional learning communities. The implications for facilitating professional learning communities in mainland China are discussed here.
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