NDLI: Teachers’ Conceptions of Approaches to Teaching: A Chinese Perspective

Please wait, while we are loading the content...

A Sociocognitive-Transformative Instructional Materials Design Model for Second Language (L2) Pedagogy in the Asia Pacific: Development and Validation

Isolated and Integrated Form-Focused Instruction from Learners’ Perspective

A Typology of Burnout Among Korean Teachers

Investigating the Pedagogical Approaches Related to Changes in Attitudes Toward Statistics in a Quantitative Methods Course for Psychology Undergraduate Students

Examining Factors in Cross-Cultural Competence Development in Taiwan College Students

Teachers’ Conceptions of Approaches to Teaching: A Chinese Perspective

A Clamour for More Technology in Universities: What Does an Investigation into the ICT Use and Learning Styles of Malaysian ‘Digital Natives’ Tell Us?

The Family Socioeconomic Effect on Extra Lessons in Greater China: A Comparison between Shanghai, Taiwan, Hong Kong, and Macao

Personal and Environmental Predictors of Academics’ Work-to-Family Enrichment at Research Universities

The Evaluation of a Teaching Intervention in Iranian EFL Writing

Accommodation Strategies Employed by Non-native English-Mediated Instruction (EMI) Teachers

The Influence of Playing a for or Against a Controversial Position on Elementary Students’ Ability to Construct Cogent Arguments

The Relationship Among Academic Self-concept, Learning Strategies, and Academic Achievement: A Case Study of National Vocational College Students in Taiwan via SEM

L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective

Gender Differences in Factors Affecting Science Performance of Eighth Grade Taiwan Students

Erratum to: Evaluating Effectiveness of Two Types of Chinese Remedial Materials for Low-Achieving and Disadvantaged Second Graders

The Asia-Pacific Education Researcher : Volume 24, Issue 1, March 2015

The Asia-Pacific Education Researcher : Volume 23

The Asia-Pacific Education Researcher : Volume 22

Teachers’ Conceptions of Approaches to Teaching: A Chinese Perspective

Content Provider	Springer Nature Link
Author	Chen, Junjun
Copyright Year	2014
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.
Starting Page	341
Ending Page	351
Page Count	11
File Format	PDF
ISSN	01195646
Journal	The Asia-Pacific Education Researcher
Volume Number	24
Issue Number	2
e-ISSN	22437908
Language	English
Publisher	Springer Singapore
Publisher Date	2014-04-02
Publisher Place	Singapore
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Chinese education Learning & Instruction Sociology of Education Educational Policy and Politics Middle school Education (general) International and Comparative Education Confirmatory factor analysis Approaches to teaching
Content Type	Text
Resource Type	Article
Subject	Education

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

The Assessment of Taiwanese College Students’ Conceptions of and Approaches to Learning Computer Science and Their Relationships

Exploring the Relationship Between University Students’ Conceptions of and Approaches to Learning Mass Communication in Taiwan

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

Blended learning in vocational education: teachers’ conceptions of blended learning and their approaches to teaching and design

Chinese Language Teachers’ Challenges in Teaching in U.S. Public Schools: A Dynamic Portrayal

Interpreting Ambivalence Regarding Motivation for Teaching Among Student–Teachers

Beginning teachers’ conceptions of competency: implications to educational policy and teacher education in Malaysia

The Challenge of Measuring Willingness to Communicate in EFL Contexts

What are the Important Attributes of Good Mathematics Teaching?

Teachers’ Conceptions of Approaches to Teaching: A Chinese Perspective

Similar Documents

The Assessment of Taiwanese College Students’ Conceptions of and Approaches to Learning Computer Science and Their Relationships

Exploring the Relationship Between University Students’ Conceptions of and Approaches to Learning Mass Communication in Taiwan

A Study on the Elementary School Teachers’ Awareness of Students’ Alternative Conceptions about Change of States and Dissolution

Blended learning in vocational education: teachers’ conceptions of blended learning and their approaches to teaching and design

Chinese Language Teachers’ Challenges in Teaching in U.S. Public Schools: A Dynamic Portrayal

Interpreting Ambivalence Regarding Motivation for Teaching Among Student–Teachers

Beginning teachers’ conceptions of competency: implications to educational policy and teacher education in Malaysia

The Challenge of Measuring Willingness to Communicate in EFL Contexts

What are the Important Attributes of Good Mathematics Teaching?

Teachers’ Conceptions of Approaches to Teaching: A Chinese Perspective