Chinese student teachers’ beliefs and the role of teaching experiences in the development of their beliefs

Mei Liu*, Rosanne Zwart, Larike Bronkhorst, Theo Wubbels

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this study, eight Chinese student teachers' beliefs and the role of teaching experiences in their belief development were explored using qualitative approaches. Within- and cross-case content analyses indicate that, first, most student teachers held both pupil- and teacher-centred beliefs, and some of these beliefs contradicted each other. Second, three types of processes were identified describing the role of teaching experiences in student teachers' belief development: belief confirmation, belief change and belief elicitation. Most often, experiences confirmed student teachers’ teacher-centred beliefs, which resulted in all of the student teachers in our study being more teacher-centred after their internships.

Original languageEnglish
Article number103525
Pages (from-to)1-13
JournalTeaching and Teacher Education
Volume109
Early online date23 Oct 2021
DOIs
Publication statusPublished - Jan 2022

Bibliographical note

Funding Information:
This work was supported by the Chinese Scholarship Council under Grant number [No. 201406620008 ], and the Department of Educational Sciences of Utrecht University for general support.

Publisher Copyright:
© 2021 Elsevier Ltd

Funding

This work was supported by the Chinese Scholarship Council under Grant number [No. 201406620008 ], and the Department of Educational Sciences of Utrecht University for general support.

Keywords

  • Belief development
  • Chinese student teachers
  • Teacher- and pupil-centred beliefs
  • Teaching experiences

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