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Author: Linjing He Publisher: ISBN: Category : Constructivism (Education) Languages : en Pages : 220
Book Description
Beliefs that teachers hold about teaching and learning are very important because they directly impact on students’ learning. Nowadays, constructivist learning theory (CLT) is an advocated theory of learning that underpins many teachers’ pedagogy. It focuses on a student-centred teaching approach. However, China has been using a traditional teacher-centred teaching approach for many years. This research aimed to explore beliefs that Chinese junior secondary school teachers hold about Year 7-9 students’ learning from a constructivist perspective and their effects on teachers’ decisions. It also explored their beliefs about the importance of students’ ability or effort in their teaching. An interpretive-qualitative design was used. Convenience and purposive sampling procedures were employed. Ten teachers with five or more years’ teaching experience who taught different subjects took part in this study. Two types of data were generated through concept maps and individual semi-structured interviews. First, the participating teachers were asked to construct a diagram representing the components and elements of their beliefs about students’ learning. Then the teachers participated individually in a semi-structured interview lasting approximately 60 minutes. Thematic analysis was used to analyse data. Findings of this study showed that although only one teacher could identify what CLT was, all of these teachers unconsciously implemented CLT components in their teaching because they believed that a student-centred teaching approach was important and that students should play active roles in their learning, which are principles of CLT. Most of these teachers believed students’ effort was more important than their ability. This belief reflected an incremental theory of the relationship between effort and ability. However, these teachers also believed they could not always implement their beliefs in their teaching resulting in a teacher-centred teaching and students being passive receivers. The reasons given for this tension between their beliefs and implementation were identified as barriers they encountered which included time constraints, pressures on students and negative effects of examination-oriented system.
Author: Linjing He Publisher: ISBN: Category : Constructivism (Education) Languages : en Pages : 220
Book Description
Beliefs that teachers hold about teaching and learning are very important because they directly impact on students’ learning. Nowadays, constructivist learning theory (CLT) is an advocated theory of learning that underpins many teachers’ pedagogy. It focuses on a student-centred teaching approach. However, China has been using a traditional teacher-centred teaching approach for many years. This research aimed to explore beliefs that Chinese junior secondary school teachers hold about Year 7-9 students’ learning from a constructivist perspective and their effects on teachers’ decisions. It also explored their beliefs about the importance of students’ ability or effort in their teaching. An interpretive-qualitative design was used. Convenience and purposive sampling procedures were employed. Ten teachers with five or more years’ teaching experience who taught different subjects took part in this study. Two types of data were generated through concept maps and individual semi-structured interviews. First, the participating teachers were asked to construct a diagram representing the components and elements of their beliefs about students’ learning. Then the teachers participated individually in a semi-structured interview lasting approximately 60 minutes. Thematic analysis was used to analyse data. Findings of this study showed that although only one teacher could identify what CLT was, all of these teachers unconsciously implemented CLT components in their teaching because they believed that a student-centred teaching approach was important and that students should play active roles in their learning, which are principles of CLT. Most of these teachers believed students’ effort was more important than their ability. This belief reflected an incremental theory of the relationship between effort and ability. However, these teachers also believed they could not always implement their beliefs in their teaching resulting in a teacher-centred teaching and students being passive receivers. The reasons given for this tension between their beliefs and implementation were identified as barriers they encountered which included time constraints, pressures on students and negative effects of examination-oriented system.
Author: Chi-yeung Fung Publisher: ISBN: Category : Languages : en Pages : 994
Book Description
Student teachers in the second phase implementation of my study indicated an understanding of their role in a constructivist classroom - to construct their own theories of teaching mathematics, to assist their peers in knowledge construction and to learn to learn. Student teachers in the two cohorts were found to hold entrenched constructivist beliefs about teaching mathematics. They agreed that the teacher's role was a facilitator of learning and that persistent questioning could alter knowledge about mathematics. However, at the conclusion of the module, the Phase I students seemed to re-adopt traditional approaches to teaching, whereas the Phase II students exhibited two different perspectives - an indication of the instability of their teaching beliefs. The Phase II student teachers, nevertheless, showed that they became more aware of sequencing the various interactive activities for their pupils in secondary schools. In the actual teaching, they professed their inability to realise their teaching ideals because of their inexperience in teaching and of the unexpected situations in the school settings. The present research study adds to the paucity of literature in two areas. First, the employment of a constructivist approach in the preparation of teachers of junior secondary mathematics (for pupils of age between twelve and fifteen), especially in the training of Chinese student mathematics teachers. Second, the study of a higher education lecturer conducting research to improve his/her own practice. Undeniably, further research on models to change student teachers' prior knowledge (about mathematics, about the nature of mathematics, and about the teaching and learning of mathematics), on factors affecting the instability of beliefs, and on models to facilitate continuous development of the teaching professionals are necessary if not exigent.ed their learnin.
Author: Donald Freeman Publisher: Cambridge University Press ISBN: 0521559073 Category : Education Languages : en Pages : 406
Book Description
This book introduces a new field of educational research called teacher learning, as it applies to the teaching of languages. Up until recently, the study of second language teacher education has focused mainly on the knowledge base and specific skills needed for effective teaching. This book invites us to look at teacher education from a fresh point of view, through an exploration of the thinking and learning processes of individuals as they learn to teach. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of pioneering research into the ways that individuals learn to teach languages, and the roles that previous experience, social context, and professional training play in the process. The collection thus helps establish a research base for this newly developing field.
Author: Lianghuo Fan Publisher: World Scientific ISBN: 9814415839 Category : Mathematics Languages : en Pages : 754
Book Description
This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the 'teaching' side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, How Chinese Learn Mathematics: Perspectives from Insiders, this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners.
Author: Myint Swe Khine Publisher: Springer Science & Business Media ISBN: 1402065965 Category : Psychology Languages : en Pages : 473
Book Description
Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.
Author: Yiming Cao Publisher: Springer ISBN: 3662557819 Category : Education Languages : en Pages : 487
Book Description
This book intends to provide a comprehensive introduction to the status of development of Chinese mathematics education in the 21st century. To this end, the book summarizes and presents the research and practices of Chinese mathematics education in the following aspects: (1) characteristics of Chinese school mathematics curriculum and textbooks, (2) Chinese ways and strategies of teaching mathematics and the characteristics of mathematics classroom instruction in China, (3) Chinese instructional practices in developing (both gifted and underachieving) students’ mathematical capabilities, (4) how professional development of mathematics teachers is promoted in China, including mathematics teachers’ pre-service and in-service education, and how Chinese mathematics teachers design and implement teaching and research activities, and (5) how mathematics education is assessed and evaluated, including how to evaluate teachers’ teaching and students’ achievements. Relevant research in Chinese mathematics education involving methods of surveys, interviews, text analysis, etc., are reviewed and analyzed. Results of a number of video studies of Chinese mathematics classroom teaching and learning are also integrated into this book.
Author: Carol K.K. Chan Publisher: Springer Science & Business Media ISBN: 904813840X Category : Education Languages : en Pages : 360
Book Description
It is seventeen years since I first formulated ‘The paradox of the Chinese learner’ in a conference in Kathmandu, Nepal. My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms – yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in ‘progressive’ western classrooms. This seeming paradox raised all sorts of questions to which many others have contributed important answers, especially that by Ference Marton on how Chinese learners construed the roles of memory and understanding in ways that were foreign to typical western educators. Much of this work was brought together in The Chinese Learner (1996), edited by David Watkins and myself. That work raised more questions still, especially about educational contexts, beliefs and practices, which were investigated in contributions to Teaching the Chinese Learner (2001). And now we have Revisiting the Chinese Learner, which is a very timely collection of excellent contributions that take into account the many changes that have taken place since 2001, changes such as: 1. The globalisation of education especially through educational technology, and enormous socio-economic changes, especially in China itself. 2. Changes in educational policy, aims, curriculum and organi- tion, and decentralisation of educational decision-making in many Confucian heritage cultures. 3.
Author: Barbara K. Hofer Publisher: Routledge ISBN: 113660863X Category : Education Languages : en Pages : 429
Book Description
This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.
Author: Linjing He
Author: Linjing He
Author: Chi-yeung Fung
Author: Donald Freeman
Author: Lianghuo Fan
Author: Andy Hargreaves
Author: Myint Swe Khine
Author: Yiming Cao
Author: Carol K.K. Chan
Author: Barbara K. Hofer
Author: Jian-Hong Ye