Source: Asia-Pacific Journal of Teacher Education, Volume 37, Issue 4 (November 2009), pages 363 - 377.
This empirical study investigates the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings.
A survey of 820 primary school teachers was conducted using a questionnaire focusing on teachers' traditional and constructivist beliefs about teaching and learning. Analysis of variance and cluster analysis were applied.
Results show that gender and subject domain affect traditional educational beliefs.
Significant differences appear considering economic and geographical context variables. Cluster analysis helps to delineate four teacher belief profiles: a constructivist profile, a mixed constructivist/traditional profile, a traditional profile, and a mixed low constructivist/traditional profile.
Inter-relation between teacher belief profiles and school categories are discussed.
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