心理学
实习
学生教师
信仰体系
教育学
数学教育
定性研究
教师教育
认识论
医学教育
社会学
社会科学
医学
哲学
作者
Mei Liu,R.C. Zwart,Larike H. Bronkhorst,Theo Wubbels
标识
DOI:10.1016/j.tate.2021.103525
摘要
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.
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