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 language | English |
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Article number | 103525 |
Pages (from-to) | 1-13 |
Journal | Teaching and Teacher Education |
Volume | 109 |
Early online date | 23 Oct 2021 |
DOIs | |
Publication status | Published - 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