Journal Articles
Multiple literacies: Beliefs and related practices among Chinese kindergarten teachers
- Multiple literacies: Beliefs and related practices among Chinese kindergarten teachers
- Knowledge Management and E-Learning, 1(4), 269-284, 2009
- The University of Hong Kong
- 2009
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- Shenzhen
- Hong Kong
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- 1997.7 onwards
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- Pre-Primary Education
- Fifty-five Chinese kindergarten teachers from Shenzhen (n = 38) and Hong Kong (n = 17) were surveyed to discern their beliefs and reported practices about multiple literacies related to e-learning and knowledge management. Results indicated that: (1) Shenzhen teachers had a better knowledge about multiple literacies and facilitated the development of multiple literacies in their students more than their counterparts from Hong Kong; (2) Teachers' educational attainment and their beliefs did not predict the multiple literacies practice; and (3) after controlling for these variables, child-PC ratio significantly contributed to the variation in multiple literacies practice. Educational implications and challenges associated with teacher education are discussed. Copyright © 2009 Laboratory for Knowledge Management & E-Learning, The University of Hong Kong.
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- English
- Journal Articles
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- 20737904
- https://bibliography.lib.eduhk.hk/en/bibs/897830bd
- 2023-12-12
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