Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers’ Conceptions and Commitment in China

被引：0
作者：
Wei Lin
Hongbiao Yin
Ching-Sing Chai
Wenlan Wang
机构：
[1] South China Normal University,Department of Curriculum and Instruction, School of Educational Sciences
[2] Shenzhen Institute of Educational Science Research,Department of Curriculum and Instruction, Faculty of Education
[3] Chinese University of Hong Kong,undefined
来源：
The Asia-Pacific Education Researcher | 2020年 / 29卷
关键词：
Conceptions of mathematics; Conceptions of teaching and learning; Teacher commitment; Primary school teachers; Mathematics teaching;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
This study investigated the relationships between primary school mathematics teachers’ conceptions of mathematics, conceptions of teaching and learning, and their commitment in the context of mainland China. A total of 847 primary school mathematics teachers participated in a paper-based questionnaire survey. The results indicated that these teachers’ fragmented mathematics conceptions are positively associated with their traditional conceptions of teaching and learning while being negatively related to their constructivist conceptions of teaching and learning. In contrast, teachers’ cohesive mathematics conceptions are positively associated with both traditional and constructivist conceptions of teaching and learning. Meanwhile, only constructivist conceptions of teaching and learning are positively related to teacher commitment. These results imply that there is a need to enhance cohesive mathematics conceptions and reduce fragmented mathematics conceptions among Chinese primary school teachers in order to foster their constructivist teaching and commitment to students.
引用
收藏
页码：581 / 592
页数：11
相关论文
共 91 条
[21]  
Chan KW(2004)The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students Active Learning in Higher Education 5 87-100
[22]  
Tan J(2013)Impact on student teachers' conception of learning and teaching from studying a course in educational psychology Asia-Pacific Journal of Teacher Education 41 218-231
[23]  
Khoo A(2003)The relationship between conceptions of teaching and approaches to teaching Teachers and Teaching 12 693-713
[24]  
Chesnut SR(1990)Alternative perspectives of the nature of mathematics and their influence on the teaching of mathematics British Educational Research Journal 16 53-61
[25]  
Burley H(2008)Teacher concerns about curriculum reform: The case of project learning The Asia-Pacific Education Researcher 17 75-97
[26]  
Chesnut SR(2009)Exploring teachers’ views on learning and teaching in the context of a trans-disciplinary curriculum Journal of Curriculum Studies 41 439-465
[27]  
Cullen TA(2008)Teachers’ pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons British Journal of Educational Technology 39 807-828
[28]  
Crawford K(2014)Teacher attrition the first five years-A multifaceted image Teaching and Teacher Education 40 94-103
[29]  
Gordon S(1991)Restructuring, teacher engagement and school culture: Perspectives on school reform and the improvement of teacher's work School Effectiveness and School Improvement 2 34-52
[30]  
Nicholas J(2001)The mathematics curriculum of compulsory education: Background, idea, and aims Modern Primary and Secondary School Education 1 11-14
12345678910