Identifying and assessing the conceptions of teaching of secondary school physics teachers in China

Datos Bibliográficos

ID5263662
AutoresGao Lingbiao, Lingbiao Gao (South China Normal University, autor de correspondencia), David Watkins (0000-0002-3930-5990), Dora N Watkins (0009-0001-5468-9830, University of Hong Kong)
Año2001
Volumen71
Número3
Páginas443-469
Fecha de publicación2001-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1348/000709901158613
PMID11593950
OpenAlexW2095257112
IdiomaEN
Citas recibidas11
Referencias citadas14

Background. Recent research indicates that how lecturers think about the nature of teaching influences both the way they teach and the way their students learn and ultimately the learning outcomes they achieve. Such research has primarily been conducted at the tertiary level in Western countries and its relevance for school teaching and in non-Western contexts has yet to be demonstrated. Aims. Study 1 aimed to develop a model of the conceptions of teaching of Chinese secondary school teachers of physics and an instrument to assess these conceptions. Study 2 then tested the reliability and within-construct validity of responses to the latter and the relationships between teaching experience and gender and teaching conceptions were investigated. Sample. The interview sample in Study 1 comprised 18 teachers of physics in Guangdong, China. The instrument was administrated to 450 physics teachers from the province in Study 2. Method. An in-depth emic approach involving both interviews and classroom observations was utilised to develop the model. Confirmatory factor analysis was used to test the fit of responses to the instrument to the proposed model. Results. Five lower order conceptions (Knowledge Delivery, Exam Preparation, Ability Development, Attitude Promotion, and Conduct Guidance) and two higher order orientations (Moulding and Cultivating) were identified. Responses to the instrument were found to be of satisfactory internal consistency reliability and to fit the expected underlying factor model. Neither teaching experience nor gender was found to be related to conceptions of teaching. Conclusions. The model developed differed in some respects from those found in the Western tertiary literature due probably to cultural factors which emphasise more an affective, moral view of teaching and to a school contextual emphasis on exams. The instrument developed had very adequate psychometric properties and seems promising as a tool for assessing teaching conceptions in future research within China and across cultures

China · Confirmatory factor analysis · Consistency (knowledge bases) · Construct (python library) · Construct validity · Developmental psychology · Geography · Internal consistency · Mathematics education · Pedagogy · Promotion (chess) · Psychometrics · Relevance (law) · Structural equation modeling · Test (biology) · Educational Environments and Student Outcomes · Evaluation of Teaching Practices · Mathematics · Psychology · Science Education and Pedagogy