Understanding Chinese Teachers' Student-Centered Beliefs and Critical Stances Toward Test-Driven Instruction in Literacy Education

• In Event: International Relations Committee Paper Session 3: International Perspectives on Teacher Learning, Teacher Beliefs, and Vocational Education

Abstract

This study investigated the espoused beliefs of 40 Chinese literacy teachers enrolled in a teacher education program at a university in Northeast China. Qualitative data were collected using open-ended questions to elicit teachers’ narratives about their beliefs and practices in literacy education. Content analysis revealed influences of Western educational psychology and learning theory on their beliefs in student-centered instruction, as well as their critical stances towards test-driven instruction. But teachers with these beliefs were still in the minority, and inconsistencies existed between their beliefs and self-reported instructional practices.

Author

• Yang Hu, Hunter College, City University of New York
  Presenting Author