Teacher beliefs and practices of kindergarten teachers in Hong Kong

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Abstract

A key educational reform proposal made in 2000 is to build a new culture for quality early childhood education through upgrading professional competence. Teachers are an important element of high-quality, developmentally appropriate early childhood programs. The Teacher Beliefs and Practices Survey (TBS) based on 2009 NAEYC Developmentally Appropriate Practice (DAP) guidelines was used to measure kindergarten teachers' beliefs and practices in Hong Kong. Confirmatory Factor Analysis (CFA) is used to validate the survey for the Hong Kong sample. Findings indicated that the three-factor model of TBS and four-factor model of Instructional Activities Scale (IAS) were fitted to measure Hong Kong samples. Quality of early childhood education has been enhanced with the strong agreement of appropriate teaching beliefs and practices among kindergartens teachers in Hong Kong. Copyright © 2012 Early Childhood Australia Inc.
Original languageEnglish
Pages (from-to)38-54
JournalAustralasian Journal of Early Childhood
Volume37
Issue number1
Publication statusPublished - Mar 2012

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kindergarten teacher
Hong Kong
teacher
childhood
Educational Models
Professional Competence
Education
Practice Guidelines
Statistical Factor Analysis
educational reform
Teaching
factor analysis
education
Surveys and Questionnaires

Citation

Leung, C. H. (2012). Teacher beliefs and practices of kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood , 37(1), 38-54.