Multiple literacies: Beliefs and related practices among Chinese kindergarten teachers

Multiple literacies: Beliefs and related practices among Chinese kindergarten teachers

• Li, Hui The University of Hong Kong
• Rao, Nirmala The University of Hong Kong

Knowledge Management and E-Learning, 1(4), 269-284, 2009

The University of Hong Kong

2009

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
    • GAB Teaching Conditions & Facilities, Teaching Materials
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Multiple Literacies Early Childhood Chinese Kindergarten Teachers

• Shenzhen
• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

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.

• English

Journal Articles

• 20737904

https://bibliography.lib.eduhk.hk/en/bibs/897830bd

2023-12-12