An Investigation of the Relationship Between Shanghai Preschool Teachers’ Developmentally Appropriate Beliefs and Practices
Authors
Bingjie Zou1, *
1School of Primary Education, Shanghai Normal University Tianhua College, Shanghai, 201815, China
*Corresponding author. Email: zbj2073@sthu.edu.cn
Corresponding Author
Bingjie Zou
Available Online 20 January 2022.
- DOI
- 10.2991/assehr.k.220107.020How to use a DOI?
- Keywords
- teachers’ beliefs; teachers’ practices; early childhood curriculum; DAP (Developmentally Appropriate Practice)
- Abstract
This quantitative study investigated the relationship between Shanghai preschool teachers’ beliefs and their practices of Developmentally Appropriate Practice (DAP). Altogether 182 respondents from 13 preschools in Shanghai completed Teacher Beliefs and Practices Survey (three to five-year-olds) (including Teacher Beliefs Scale and Instructional Activities Scale) to report their DAP beliefs and practices in class. The results suggested a moderate positive relationship between teachers’ beliefs and practices, implying that their practices tend to reflect their beliefs, but other factors may impede teachers from fully putting their beliefs into practice.
- Copyright
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Bingjie Zou PY - 2022 DA - 2022/01/20 TI - An Investigation of the Relationship Between Shanghai Preschool Teachers’ Developmentally Appropriate Beliefs and Practices BT - Proceedings of the 4th International Seminar on Education Research and Social Science (ISERSS 2021) PB - Atlantis Press SP - 110 EP - 113 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220107.020 DO - 10.2991/assehr.k.220107.020 ID - Zou2022 ER -