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Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children
Bi Ying Hu1; Xitao Fan1; Yi Yang1; Jennifer Neitzel2
2017-04
Source PublicationTEACHING AND TEACHER EDUCATION
ISSN0742-051X
Volume63Pages:137-147
Abstract

This study contributes to the discussion regarding the relationship between teachers' knowledge about effective teacher-child interactions, beliefs about children, and observed teacher-children interaction practice in Chinese kindergartens. Data were collected among 164 Chinese kindergarten teachers through questionnaires and classroom observations. Findings revealed: (a) the significant association between teachers' knowledge, beliefs, and emotional/instructional practice; (b) the mediating role of teachers' beliefs on the relationship between knowledge and behavioral/instructional practice; (c) that years of teaching experience and degree are predictors for teachers' beliefs. The results offer important implications about how to prepare teachers and foster their child-centered beliefs through professional development.

KeywordTeacher-child Interactions Knowledge Beliefs About Children Mediating Role Chinese Kindergarten
DOI10.1016/j.tate.2016.12.014
URLView the original
Indexed BySSCI ; SSCI
Language英语
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000397364900013
PublisherPERGAMON-ELSEVIER SCIENCE LTD
The Source to ArticleWOS
Fulltext Access
Citation statistics
Cited Times [WOS]:15   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorYi Yang
Affiliation1.University of Macau, China
2.FPG Child Development Institute, University of North Carolina at Chapel Hill, USA
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Bi Ying Hu,Xitao Fan,Yi Yang,et al. Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children[J]. TEACHING AND TEACHER EDUCATION,2017,63:137-147.
APA Bi Ying Hu,Xitao Fan,Yi Yang,&Jennifer Neitzel.(2017).Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children.TEACHING AND TEACHER EDUCATION,63,137-147.
MLA Bi Ying Hu,et al."Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children".TEACHING AND TEACHER EDUCATION 63(2017):137-147.
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