The study explored the relationship between student teachers\u2019 beliefs and practices on early Chinese literacy teaching instruction. Semi-structured interviews, classroom observation, and document analysis were conducted with six student teachers who did their teaching practices. The findings indicated that the student teachers believed that both explicitly teaching of the language skills and imperceptible acquisition of Chinese literacy abilities through communication and meaning-making process are important in literacy learning. However, they mainly taught Chinese literacy skills in their practices, which means the student teachers did not fully practice what they preached. Possible reasons for the discrepancies include using direct teaching and rote learning might be much easier for student teachers to design and conduct a lesson, student teachers\u2019 limited abilities and experiences in conducting an ideal lesson, as well as that their teaching practices were highly influenced by kindergarten curriculum and on-site supervisors. The findings from this study suggested that more operational activities (such as designing lesson plans, conducting mini-teaching) should be used during pre-service training. Furthermore, the communication of educational beliefs between the university supervisor and on-site supervisor should be strengthened.<\/p>\n","protected":false},"excerpt":{"rendered":"
The study explored the relationship between student teachers\u2019 beliefs and practices on early Chinese literacy teaching instruction. Semi-structured interviews, classroom observation, and document analysis were conducted with six student teachers who did their teaching practices. The findings indicated that the student teachers believed that both explicitly teaching of the language skills and imperceptible acquisition of […]<\/p>\n","protected":false},"featured_media":0,"parent":0,"menu_order":0,"template":"","project_types":[402],"language":"en","languages":{"en":{"code":"en","id":"1","native_name":"English","major":"1","active":"1","default_locale":"en_US","encode_url":"0","tag":"en","translated_name":"English","url":"https:\/\/dlcre.usj.edu.mo\/en\/","country_flag_url":"https:\/\/dlcre.usj.edu.mo\/wp-content\/plugins\/sitepress-multilingual-cms\/res\/flags\/en.png","language_code":"en","link":"https:\/\/dlcre.usj.edu.mo\/en\/research\/projects\/practicing-what-they-preach-relationship-between-student-teachers-beliefs-and-practices-on-early-chinese-literacy-instruction\/"},"zh-hant":{"code":"zh-hant","id":"61","native_name":"\u7e41\u9ad4\u4e2d\u6587","major":"1","active":0,"default_locale":"zh_TW","encode_url":"0","tag":"zh-hant","translated_name":"Chinese (Traditional)","url":"https:\/\/dlcre.usj.edu.mo\/zh-hant\/","country_flag_url":"https:\/\/dlcre.usj.edu.mo\/wp-content\/plugins\/sitepress-multilingual-cms\/res\/flags\/zh.png","language_code":"zh-hant","link":"https:\/\/dlcre.usj.edu.mo\/zh-hant\/research\/projects\/practicing-what-they-preach-relationship-between-student-teachers-beliefs-and-practices-on-early-chinese-literacy-instruction\/"}},"acf":{"date":{"start":"2019","end":"2019"},"status":"Completed","principal_investigators":{"internal":[12091],"external":""},"team_members":{"internal":[12081],"external":"Lu, Yanni Qianru (Research Assistant); Loi, Ophelia Teng Leng (Research Assistant)"},"blocks":false,"people":[12081]},"_links":{"self":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/projects\/13792"}],"collection":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/projects"}],"about":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/types\/project"}],"wp:attachment":[{"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/media?parent=13792"}],"wp:term":[{"taxonomy":"project_type","embeddable":true,"href":"https:\/\/dlcre.usj.edu.mo\/en\/wp-json\/wp\/v2\/project_types?post=13792"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}