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Characteristics and patterns of Chinese teachers’ beliefs about minority student and their learning

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Abstract:

Teachers’ beliefs of their student and their learning influence their teaching decisions and practice, which in turn will shape the opportunities for their students to learn in their classrooms (Richardson, 1996). Teachers hold different beliefs when teaching students different from their own cultural and racial backgrounds (Ladson-Billings, 1999). Minority students in mostly isolated regions in many countries often showed much lower academic performances compared with the mainstream student populations in the developed areas. Thus, to understand characteristics and patterns of teachers’ beliefs of minority students and their learning is crucial for developing an understanding about their teaching that will shape the outcomes of minority student learning. However, very little research has been conducted in exploring the characteristics and patterns of teachers’ beliefs about minority students and student learning in China. This study explores Chinese teachers’ beliefs of their minority students and their learning. A questionnaire has been adapted based on the survey on teachers’ beliefs, knowledge, and skills of teaching developed by the National Center for Research on Teacher Education. Participants include 406 elementary and secondary Chinese teachers from four elementary and three secondary schools in a minority county, Northwestern China. The preliminary analysis of the surveys dada suggests several interesting findings. First, they are more likely to see student learning difficulties as a result of student emotional problems rather than that of their academic and social deficiencies. Second, they also like to think the teaching methods rather than the content of their instruction as the causes for their student learning differences. Third, they sere both competitions among individual students and groups are important means to engage students in learning. These findings will be interpreted through the cultural and teaching contexts where these teachers are teaching and used to challenge several popular assumptions about teachers’ beliefs relevant to minority students.

Author's Keywords:

Teacher beliefs
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p487616_index.html
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MLA Citation:

Wang, Jian. and Teng, Xing. "Characteristics and patterns of Chinese teachers’ beliefs about minority student and their learning" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p487616_index.html>

APA Citation:

Wang, J. and Teng, X. , 2011-05-01 "Characteristics and patterns of Chinese teachers’ beliefs about minority student and their learning" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p487616_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Teachers’ beliefs of their student and their learning influence their teaching decisions and practice, which in turn will shape the opportunities for their students to learn in their classrooms (Richardson, 1996). Teachers hold different beliefs when teaching students different from their own cultural and racial backgrounds (Ladson-Billings, 1999). Minority students in mostly isolated regions in many countries often showed much lower academic performances compared with the mainstream student populations in the developed areas. Thus, to understand characteristics and patterns of teachers’ beliefs of minority students and their learning is crucial for developing an understanding about their teaching that will shape the outcomes of minority student learning. However, very little research has been conducted in exploring the characteristics and patterns of teachers’ beliefs about minority students and student learning in China. This study explores Chinese teachers’ beliefs of their minority students and their learning. A questionnaire has been adapted based on the survey on teachers’ beliefs, knowledge, and skills of teaching developed by the National Center for Research on Teacher Education. Participants include 406 elementary and secondary Chinese teachers from four elementary and three secondary schools in a minority county, Northwestern China. The preliminary analysis of the surveys dada suggests several interesting findings. First, they are more likely to see student learning difficulties as a result of student emotional problems rather than that of their academic and social deficiencies. Second, they also like to think the teaching methods rather than the content of their instruction as the causes for their student learning differences. Third, they sere both competitions among individual students and groups are important means to engage students in learning. These findings will be interpreted through the cultural and teaching contexts where these teachers are teaching and used to challenge several popular assumptions about teachers’ beliefs relevant to minority students.


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