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Journal of Education for Teaching
International research and pedagogy
Volume 37, 2011 - Issue 2
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Comparing the content and sources of the pedagogical beliefs of Chinese and American pre‐service teachers

Ye He Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, USACorrespondence[email protected]
,
Barbara B. Levin Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, USA
&
Yongning Li Shanghai Normal University, China
Pages 155-171 | Received 25 Jan 2010, Accepted 14 Jun 2010, Published online: 21 Mar 2011

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Lorna Hamilton & Angela Jaap. (2024) Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view. Teacher Development 28:1, pages 81-103.
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Wangbei Ye, Pingyi Wu, Miaomiao Zhang, Yushan Ji & Jiachen Zou. (2022) Pre-service teachers’ ethical role construction in China. Journal of Beliefs & Values 43:4, pages 498-511.
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Kathleen Horgan & Fíodhna Gardiner-Hyland. (2019) Irish student teachers’ beliefs about self, learning and teaching: a longitudinal study. European Journal of Teacher Education 42:2, pages 151-174.
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Amber N. Warren. (2019) The social functions of teachers’ beliefs in an online class. Teaching Education 30:1, pages 69-85.
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Wangbei Ye, Xujing Song & Fan Li. (2018) Feedback from first-year teachers: rethinking the transfer problem in China. Teachers and Teaching 24:5, pages 500-519.
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Claire Dickerson, Kit Thomas, Joy Jarvis & Roger Levy. (2018) Changing practice in Malaysian primary schools: learning from student teachers’ reports of using action, reflection and modelling (ARM). Journal of Education for Teaching 44:2, pages 194-211.
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Jihea Maddamsetti. (2018) Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: case studies in U.S. elementary school contexts. Journal of Education for Teaching 44:2, pages 232-236.
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Katriina Maaranen, Harri Pitkäniemi, Katariina Stenberg & Liisa Karlsson. (2016) An idealistic view of teaching: teacher students’ personal practical theories. Journal of Education for Teaching 42:1, pages 80-92.
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Wangbei Ye. (2016) When rural meets urban: the transfer problem Chinese pre-service teachers face in teaching practice. Journal of Education for Teaching 42:1, pages 28-49.
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Gavin T.L. Brown & Lingbiao Gao. (2015) Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education 2:1.
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Reetta Niemi, Kristiina Kumpulainen & Lasse Lipponen. (2015) Pupils’ documentation enlightening teachers’ practical theory and pedagogical actions. Educational Action Research 23:4, pages 599-614.
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Katariina Stenberg, Liisa Karlsson, Harri Pitkaniemi & Katriina Maaranen. (2014) Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education 37:2, pages 204-219.
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May M.H. Cheng, Sylvia Y.F. Tang & Annie Y.N. Cheng. (2014) Differences in pedagogical understanding among student–teachers in a four-year initial teacher education programme. Teachers and Teaching 20:2, pages 152-169.
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Junjun Chen & Gavin T.L. Brown. (2013) High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment. Journal of Education for Teaching 39:5, pages 541-556.
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BarbaraB. Levin, Ye He & Melony Holyfield Allen. (2013) Teacher Beliefs in Action: A Cross-Sectional, Longitudinal Follow-Up Study of Teachers' Personal Practical Theories. The Teacher Educator 48:3, pages 201-217.
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Sylvia Y.F. Tang, Angel K.Y. Wong & May M.H. Cheng. (2012) Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning. Journal of Education for Teaching 38:4, pages 435-451.
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Articles from other publishers (14)

Lin Lin, Guan Ying Li & Xuejun Guo. (2021) Pre-service Chinese language teachers’ conceptions of assessment: A person-centered perspective. Language Teaching Research 28:1, pages 273-295.
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Thi Van Anh Dang, Penny Haworth & Karen Ashton. (2024) Pre-service teachers’ belief changes in an English for specific purposes teacher education context. English for Specific Purposes 73, pages 110-123.
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Mükerrem AKBULUT TAŞ & Ayşegül KARABAY. (2023) Improving Student Classroom Teachers’ Content Organization Skills Through Practicum. Participatory Educational Research 10:1, pages 42-66.
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Emel BAYRAK ÖZMUTLU & Sanem TABAK. (2023) Öğretmenlik Uygulaması Sürecinin Adaylardan Talep Ettiği Bilgi Türlerine Yönelik Bir İnceleme. Cumhuriyet International Journal of Education.
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Ruiqin Gao, Xiumei Liu & Xumei Fan. (2022) Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study. Educational Assessment, Evaluation and Accountability 34:3, pages 303-330.
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María Amor Barros-del Río. 2021. The 11th International Conference on EUropean Transnational Educational (ICEUTE 2020). The 11th International Conference on EUropean Transnational Educational (ICEUTE 2020) 157 163 .
Jan-Erik Romar & Magnus Ferry. (2020) The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge. Journal of Teaching in Physical Education 39:3, pages 374-383.
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Gary Harfitt & Jessie Mei Ling ChowGary Harfitt & Jessie Mei Ling Chow. 2020. Employing Community-Based Experiential Learning in Teacher Education. Employing Community-Based Experiential Learning in Teacher Education 21 39 .
Shim Lew & Nicole E. Siffrinn. (2019) Exploring Language Ideologies and Preparing Preservice Teachers for Multilingual and Multicultural Classrooms. Literacy Research: Theory, Method, and Practice 68:1, pages 375-395.
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Junjun Chen. (2018) Efficacious and Positive Teachers Achieve More: Examining the Relationship Between Teacher Efficacy, Emotions, and Their Practicum Performance. The Asia-Pacific Education Researcher 28:4, pages 327-337.
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Zitong WeiZitong Wei. 2019. Constructivism and Teachers in Chinese Culture. Constructivism and Teachers in Chinese Culture 155 179 .
Zitong WeiZitong Wei. 2019. Constructivism and Teachers in Chinese Culture. Constructivism and Teachers in Chinese Culture 25 48 .
Yan Li, Kristen A. Archbell, Amanda Bullock, Yingjie Wang & Robert J. Coplan. (2018) Chinese pre-service teachers' beliefs about hypothetical children's social withdrawal and aggression: Comparisons across years of teacher education. Teaching and Teacher Education 71, pages 366-375.
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Ye He, Kristine Lundgren & Penelope Pynes. (2017) Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education 66, pages 147-157.
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