You are here:

Chinese pre-service teachers' beliefs about hypothetical children's social withdrawal and aggression: Comparisons across years of teacher education
ARTICLE

, Department of Early Childhood Education, China ; , , Department of Psychology, Canada ; , Department of Early Childhood Education, China ; , Department of Psychology, Canada

TATE Volume 71, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examined Chinese kindergarten pre-service teachers' beliefs about hypothetical children's problematic behaviors with peers. Pre-service teachers responded to depictions of children displaying social withdrawal (shyness and unsociability) and physical aggression (for comparison). Among the results, pre-service teachers perceived aggression as the most problematic behavior, followed by shyness and then unsociability. Results suggested that pre-service teachers in later years of the program were able to make fine-grained distinctions between subtypes of social withdrawal. Our research lends support to the notion that pre-service teachers' beliefs may be susceptible to change. Results are discussed in terms of pedagogical development and cultural context.

Citation

Li, Y., Archbell, K.A., Bullock, A., Wang, Y. & Coplan, R.J. (2018). Chinese pre-service teachers' beliefs about hypothetical children's social withdrawal and aggression: Comparisons across years of teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 71(1), 366-375. Elsevier Ltd. Retrieved October 14, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.02.004