Shanghai Preschool Teachers’ Developmentally Appropriate Beliefs and Practices
Bing-jie Zou, Rachelle Kisst Hackett
Available Online 16 December 2020.
- https://doi.org/10.2991/assehr.k.201214.009How to use a DOI?
- teacher beliefs, teacher practices, curriculum reform, DAP (Developmentally Appropriate Practice)
- This quantitative study applied a survey design to examine Shanghai preschool teachers’ engagement in appropriate and inappropriate beliefs and practices of DAP. Altogether 182 respondents from 13 preschools in Shanghai completed the Teacher Beliefs and Practices Survey (three to five-year-olds) (including Teacher Beliefs Scale and Instructional Activities Scale). Findings suggested that teachers endorsed both appropriate and inappropriate beliefs and engaged in both appropriate and inappropriate practices (as defined by DAP principles), but with significantly higher levels of endorsement in appropriate (as compared to inappropriate) beliefs and engagement in appropriate (as compared to inappropriate) practices.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Bing-jie Zou AU - Rachelle Kisst Hackett PY - 2020 DA - 2020/12/16 TI - Shanghai Preschool Teachers’ Developmentally Appropriate Beliefs and Practices BT - Proceedings of the 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020) PB - Atlantis Press SP - 54 EP - 58 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201214.009 DO - https://doi.org/10.2991/assehr.k.201214.009 ID - Zou2020 ER -