Beliefs associated with support for child-centred learning environment among Hong Kong pre-service early childhood teachers

Beliefs associated with support for child-centred learning environment among Hong Kong pre-service early childhood teachers

• Cheung, Sum Kwing Hong Kong Baptist University
• Ling, Elsa Ka Wei Hong Kong Baptist University
• Leung, Suzannie Kit Ying The Open University of Hong Kong

Journal of Education for Teaching, 43(2), 232-244, 2017

Routledge

2017

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Pre-Service Teachers Beliefs Child-Centred Learning Environment Early Childhood Education

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education
• Post-Secondary Education

The physical, social and temporal dimensions of the classroom environment have an important role in children's learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong's pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service early childhood teacher training programme completed a questionnaire; in general, these students believed that teachers should create physical, social and temporal environments which are child-centred in early childhood education settings. Linear regression analyses showed that the students' perceived importance of fostering children's social and communication competence in early childhood programmes, and their belief in children's competence in self-learning, were significant positive correlates of their level of support for all dimensions of child-centred learning environment. Their self-perceived competence in managing children's behaviours was, however, a significant negative correlate of their level of support for child-centred social and temporal environment. This study then discusses the implications of these findings for pre-service early childhood teacher education.

• English

Journal Articles

• 02607476

• 10.1080/02607476.2017.1286785

https://bibliography.lib.eduhk.hk/en/bibs/25ffa930

2017-10-09