Relationships of New Teachers' Beliefs and Instructional Practices

• In Event: 26.058 - Global Culture, Diversity, and Educational Understanding

Abstract

Drawing on 191 and 184 secondary teachers’ data from Korea and Norway in TALIS 2008 assessment, this study examines the relationship between new teachers’ beliefs about instruction and their instructional practices. Using IDB analyzer with multiple regressions, the results showed that there were no consistent patterns of the relationship between new teachers’ beliefs about instruction and their instructional practices in the two countries.

Authors

• Qingmin Shi, Nevada State College

• Shaoan Zhang, University of Nevada - Las Vegas

• Emily Lin, University of Nevada - Las Vegas

• Qiang (Andy) Cheng, The University of Mississippi