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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Beliefs Associated with Support for Child-Centred Learning Environment among Hong Kong Pre-Service Early Childhood Teachers
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Cheung, Sum Kwing; Ling, Elsa Ka-wei; Leung, Suzannie Kit Ying
- Language:
English- Source:
Journal of Education for Teaching: International Research and Pedagogy. 2017 43(2):232-244.- Publication Date:
2017- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 13
- Education Level: Higher Education
Postsecondary Education
Preschool Education
Early Childhood Education - Subject Terms: Foreign Countries; Preservice Teachers; Preschool Teachers; Early Childhood Education; Student Attitudes; Student Centered Learning; Teaching Methods; Questionnaires; Classroom Environment; Regression (Statistics); Communication Skills; Social Development; Competence; Correlation; Classroom Techniques; Student Behavior; Self Esteem; Statistical Analysis
- Subject Terms:
- Accession Number: 10.1080/02607476.2017.1286785
- ISSN: 0260-7476
- Abstract: 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.
- Abstract: As Provided
- Number of References: 28
- Publication Date: 2017
- Accession Number: EJ1130528
- Availability:
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