The discrepancy between teachers' beliefs and practices: a study of kindergarten teachers in Hong Kong
The discrepancy between teachers' beliefs and practices: a study of kindergarten teachers in Hong Kong
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DOI：
10.1080/13664530.2016.1161658
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发表时间：
2016-01-01
影响因子：
1.2
通讯作者：
Chan, Wai Ling
中科院分区：
文献类型：
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作者：
Chan, Wai Ling
本研究旨在探讨香港幼儿园教师信念与实践之间的差异，以及影响这种差异的因素。香港教育局从香港不同地区挑选了三所质素不一的幼稚园。对35名幼儿园教师进行了教学信念问卷调查。这些定量数据的补充与定性数据收集过程中的五个教师和三个校长个别访谈。此外，一个由五名幼儿教育专家组成的焦点小组对五名受访教师课堂实践的录像观察进行了评论。研究结果显示，所有的教师都认同所提倡的教学信念，但他们的信念与实践之间存在差异。教师专业教育背景和对个人教学反思的态度是造成差异的最重要因素。此外，家长对课程的要求、对学生学业能力的要求，以及希望学生升读小一，亦令教师承受压力。建议加强幼儿教育培训，帮助教师反省自己的教学实践和信念。还需要政府提供支持，让家长了解什么是幼儿的优质学习环境。
This study examines the discrepancy between teachers' beliefs and practices in Hong Kong kindergartens and the factors that influence this discrepancy. Three kindergartens, considered by the Hong Kong Education Bureau to be of varying quality, were chosen from different areas of Hong Kong. Questionnaires about teaching beliefs were administered to 35 teachers from these kindergartens. These quantitative data were supplemented with qualitative data gathered during individual interviews with five of the teachers and the three principals. In addition, a focus group of five early childhood education specialists commented on the videotaped observations of the classroom practices of the five interviewed teachers. The findings showed that all of the teachers endorsed the advocated teaching beliefs, but there was a discrepancy between their beliefs and practices. The most significant factors contributing to the discrepancy were teachers' professional education and their attitudes towards personal teaching introspection. Teachers were also under pressure from parents' curriculum requests, demands on the children's academic abilities and expectations for a strong link to Primary One. Enhanced early childhood education training that helps teachers to be introspective about their own teaching practices and beliefs is recommended. Government support is also required to teach parents what constitutes a high-quality learning environment for young children.