Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 20, 2016 - Issue 3
1,585
Views
21
CrossRef citations to date
0
Altmetric
Articles

The discrepancy between teachers’ beliefs and practices: a study of kindergarten teachers in Hong Kong

Pages 417-433 | Received 28 Aug 2013, Accepted 15 Apr 2015, Published online: 08 Apr 2016

References

  • Alliance on the Fight for 15-year Free Education. 2012. “Proposal on Full Subsidy for Early Childhood Education and Implementation of 15-year Free Education.” Accessed March 25, 2014. http://www.ied.edu.hk/epforum/images/12111-F15_proposal.pdf (In Chinese)
  • Ashton, Patricia T. 1990. “Editorial.” Journal of Teacher Education 41 (1): 2.10.1177/002248719004100101
  • Bowman, John R. 2000. “The Play Context and Message.” In Play: Anthropological Perspectives, edited by Michael A. Salter, 345–349. West Point: Leisure Press.
  • Bush, Tony, and Qiang Haiyan. 2000. “Leadership and Culture in Chinese Education.” Asia Pacific Journal of Education 20 (2): 58–67. doi: 10.1080/02188791.2000.10600183.
  • Charlesworth, Rosalind, Craig H. Hart, Diane C. Burts, Renee H. Thomasson, Jean Mosley, and Pamela O. Fleege. 1993. “Measuring the Developmental Appropriateness of Kindergarten Teachers' Beliefs and Practices.” Early Childhood Research Quarterly 8: 255–276. doi: 10.1016/S0885-2006(05)80067-5.
  • Curriculum Development Institute. 2006. Guide to the Pre-primary Curriculum. Hong Kong: Curriculum Development Institute.
  • Early, Diane M., Donna M. Bryant, Robert C. Pianta, Richard M. Clifford, Margaret R. Burchinal, Sharon Ritchie, Carolle Howes, and Oscar Barbarin. 2006. “Are Teachers’ Education, Major, and Credentials Related to Classroom Quality and Children's Academic Gains in Pre-kindergarten?” Early Childhood Research Quarterly 21: 174–195. doi: 10.1016/j.ecresq.2006.04.004.
  • Education Bureau. 2014. “Overview of Kindergarten Education in Hong Kong.” Accessed April 20, 2014. http://www.edb.gov.hk/en/edu-system/preprimary-kindergarten/overview/index.html
  • Ernest, Paul. 1989. “The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: A Model.” Journal of Education for Teaching 15 (1): 13–33.10.1080/0260747890150102
  • Han, Jisu, and Stacey Neuharth-Pritchett. 2010. “Beliefs About Classroom Practices and Teachers' Education Level: An Examination of Developmentally Appropriate and Inappropriate Beliefs in Early Childhood Classrooms.” Journal of Early Childhood Teacher Education 31: 307–321. doi: 10.1080/10901027.2010.523775.
  • Hart, Craig H., Diane C. Burts, and Rosalind Charlesworth. 1998. “Integrated Developmentally Appropriate Curriculum: From Theory and Research to Practice.” In Integrated Curriculum and Developmentally Appropriate Practice: Birth to Age 8, edited by Craig H. Hart, Diane C. Burts, and Rosalind Charlesworth, 1–27. Albany: State University of New York Press.
  • Hatch, J. Amos, and Evelyn B. Freeman. 1988. “Kindergarten Philosophies and Practices: Perspectives of Teachers, Principals, and Supervisors.” Early Childhood Research Quarterly 3: 151–166.10.1016/0885-2006(88)90019-1
  • Katz, Lilian G., and Sylvia C. Chard. 2000. Engaging Children’s Minds: The Project Approach. 2nd ed. Stanford: Ablex.
  • Kilpatrick, William Heard. 1918. The Project Method. Teachers College: Columbia University.
  • Kontos, Susan, and Amanda Wilcox-Herzog. 2001. “How Do Education and Experience Affect Teachers of Young Children?” Young Children 56 (4): 85–91.
  • de Kruif, Renée E. L., R. A. McWilliam, Stephanie Macher Ridley, and Melissa B. Wakely. 2000. “Classification of Teachers’ Interaction Behaviors in Early Childhood Classrooms.” Early Childhood Research Quarterly 15: 247–268. doi: 10.1016/S0885-2006(00)00051-X.
  • Li, Yuen Ling. 2004. “The Culture of Teaching in the Midst of Western Influence: The Case of Hong Kong Kindergartens.” Contemporary Issues in Early Childhood 5 (3): 330–348. http://repository.lib.ied.edu.hk/jspui/handle/2260.2/355010.2304/ciec
  • Li, Yuen Ling. 2006. “Classroom Organization: Understanding the Context in which Children are Expected to Learn.” Early Childhood Education Journal 34 (1): 37–43. http://repository.lib.ied.edu.hk/jspui/handle/2260.2/371410.1007/s10643-006-0120-0
  • Liu, Hsin-Ju. 2003. “A Case Study on Teaching Beliefs and Practices of a Primary Teacher of Art.” Master’s thesis, National Taipei University of Education. (In Chinese)
  • Liu, Huei Chun, and Yueh Ting Lee. 2012. “Predictors of U.S. and Taiwan Kindergarten Teachers’ Belief about Developmentally Appropriate Practices.” Early Childhood Education Research 4: 87–114. http://nhuir.nhu.edu.tw/retrieve/19579/4101000404.pdf
  • Nespor, Jan. 1987. “The Role of Beliefs in the Practice of Teaching.” Journal of Curriculum Studies 19: 317–328. doi: 10.1080/0022027870190403.
  • Ng, Sui Ngan Sharon, and Nirmala Rao. 2008. “Mathematics Teaching During the Early Years in Hong Kong: A Reflection of Constructivism with Chinese Characteristics?” Early Years: Journal of International Research & Development 28 (2): 159–172
  • OECD (Organisation for Economic Co-operation and Development). 2009. Creating Effective Teaching and Learning Environment: First Results from TALIS. Paris: OECD.
  • Pearson, Emma, and Nirmala Rao. 2006. “Early Childhood Education Policy Reform in Hong Kong: Challenges in Effecting Change in Practices.” Childhood Education 82 (6): 363–368.10.1080/00094056.2006.10522863
  • Rao, Nirmala. 2002. “Early Childhood Education in Hong Kong: Moving Towards Child-friendly Policies, Curricula and Practices.” In Curricula, Policies and Practices in Early Childhood Education, edited by Valerie Sollars, 76–88. Malta: P.E.G.
  • Rao, Nirmala. 2005. “Factors Influencing Kindergarten Pedagogy in Hong Kong Kindergartens.” Early Childhood Education (Educational Science Edition) 1 (1): 23–28.
  • Rao, Nirmala, and Maggie Koong. 2000. “Enhancing Preschool Education in Hong Kong.” International Journal of Early Childhood 32 (2): 1–11.10.1007/BF03174467
  • Rao, Nirmala, Maggie Koong, Margaret Kwong, and Margaret Wong. 2003. “Predictors of Preschool Process Quality in a Chinese Context.” Early Childhood Research Quarterly 18 (3): 331–350. http://repository.lib.ied.edu.hk/jspui/handle/2260.2/374810.1016/S0885-2006(03)00043-7
  • Rao, Nirmala, Sharon Sui Ngan Ng, and Emma Pearson. 2009. “Preschool Pedagogy: A Fusion of Traditional Chinese Beliefs and Contemporary Notions of Appropriate Practice.” In Revisiting the Chinese Learner: Changing Contexts; Changing Education, edited by Carol K. K. Chan and Nirmala Rao, 255–279. Hong Kong: The University of Hong Kong, Comparative Education Research Centre/Springer Academic.
  • Stipek, Deborah J., and Patricia Byler. 1997. “Early Childhood Education Teachers: Do They Practice What They Preach?” Early Childhood Research Quarterly 12: 305–325.10.1016/S0885-2006(97)90005-3
  • Vartuli, Sue. 1999. “How Early Childhood Teacher Beliefs Vary Across Grade Level.” Early Childhood Research Quarterly 14 (4): 489–514. doi: 10.1016/S0885-2006(99)00026-5.
  • Wang, Jianhong, James Elicker, Mary McMullen, and Shuyang Mao. 2008. “Chinese and American Preschool Teachers’ Beliefs about Early Childhood Curriculum.” Early Child Development and Care 178 (3): 227–249. doi: 10.1080/03004430600722671.
  • Wen, Xiaoli, James G. Elicker, and Mary B. McMullen. 2011. “Early Childhood Teachers’ Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?” Early Education and Development 22 (6): 945–969.10.1080/10409289.2010.507495
  • Whitebook, Marcy. 2003. “Bachelor’s Degrees are Best: Higher Qualifications for Pre-kindergarten Teachers Lead to Better Learning Environments.” The Trust for Early Education. Accessed December 12, 2007. http://www.trustforearlyed.org/docs/whitebookFinal.pdf
  • Wilcox-Herzog, Amanda. 2002. “Is there a Link Between Teachers' Beliefs and Behaviors?” Early Education and Development 13 (1): 81–106. doi: 10.1207/s15566935eed1301_5.
  • Wilson, Suzanne M. 1990. “The Secret Garden of Teacher Education.” Phi Delta Kappan 72: 204–209.
  • Wong, Kam Cheung. 2001. “Culture and Educational Leadership.” In Leadership for Quality Schooling, edited by Kam-Cheung Wong and Colin W. Evers, 36–53. London: RoutledgeFalmer.10.4324/9780203467237 doi: 10.1080/10409289.2010.507495.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.