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Findings show strong valuation of learning effort/process within epistemological beliefs and that the constructivist approach dominates teachers’ conceptions. The constructivist conception correlates positively with three instructional practice types, while traditional conceptions correlate negatively with standard contemporary practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2013\u003Cbr>Effects of Epistemological and Pedagogical Beliefs on the Instructional Practices of Teachers: A Chinese Perspective\u003Cbr>John Chi-Kin Lee\u003Cbr>The HongKong Institute of Education, jcklee@ied.edu.hk\u003Cbr>Zhonghua Zhang University of Melbourne\u003Cbr>Huan Song\u003Cbr>Beijing Normal University\u003Cbr>Xianhan Huang\u003Cbr>The Chinese University of HongKong, xhhuang@cuhk.edu.hk |  |\n\nRecommended Citation  \nLee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of Epistemological and Pedagogical Beliefs on the Instructional Practices of Teachers: A Chinese Perspective. Australian Journal of Teacher Education, 38 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol38/iss12/8](http://ro.ecu.edu.au/ajte/vol38/iss12/8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss12/8](http://ro.ecu.edu.au/ajte/vol38/iss12/8)  \nAustralian Journal of Teacher Education  \nRelationships Between Epistemological Beliefs, Conceptions of Teaching and Learning and Instructional Practices of Teachers: A Chinese Perspective  \nJohn Chi-Kin Lee  \nThe Hong Kong Institute of Education  \n[jcklee@ied.edu.hk](jcklee@ied.edu.hk)  \nZhang Zhonghua  \nUniversity of Melbourne  \nSong Huan  \nBeijing Normal University  \nChina  \nHuang Xianhan  \nThe Chinese University of Hong Kong  \nAbstract: This study examines how the beliefs of Chinese in-service  \nteachers regarding knowledge and knowledge acquisition influence their instructional classroom practices in junior secondary schools directly or indirectly through their conceptions of teaching and learning. The results  \nindicate that the factor of learning effort/process is highly valued by  \nChinese in-service teachers in their epistemological beliefs, and that the  \nconstructivist approach is the dominant conception on teaching and  \nlearning for junior secondary school teachers.. In addition, the  \nconstructivist conception of teaching and learning is found to be  \npositively related to three types of classroom instructional practices,  \nwhereas the traditional conception about teaching and learning is found to be only significantly and negatively linked to standard contemporary  \npractices.  \nIntroduction  \nA substantial number of studies have investigated the beliefs of students regarding the nature of knowledge, as well as the beliefs of pre-service teachers in relation to the nature of knowledge, teaching, and learning. Such beliefs regarding the nature of knowledge are often referred to as epistemological beliefs. In addition, teachers’ instructional practices are believed tobe shaped or determined by their conceptions about teaching and student learning which should be driven by their epistemological beliefs (Chan & Elliot, 2004, p.817) . Therefore, teachers’beliefs could provide a window for understanding their instructional practices. In the Chinese context, educational reforms emphasizing the adoption of progressive or constructivist education beliefs have increased as a result of China’s response to globalization and the demands of  \nVol 38. 12. December 2013 120  \nAustralian Journal of Teacher Education  \ninformation society (Sang et al., 2012) . However, although a number of studies on teachers’beliefs and instructional practices have been conducted in the West, a dearth of empirical studies in the Asian context particularly in China exists. The current paper intends to fill this gap. The central objective of this paper is to explore the relationships between epistemological beliefs and pedagogical beliefs, in terms of conceptions of teaching and learning, and instructional practices of teachers in China. The findings can provide implications for teacher education and improvement of instructional practices as well as the potential success of curriculum reform in China.  \nFrom a cultural perspective, teaching could be considered a cultural activity, and thinking on teaching and learning c","cbCaijmH5Z5iJ85A","https://ap.wps.com/l/cbCaijmH5Z5iJ85A","pdf",338866,28,"English","# Abstract\n# Introduction\n# Epistemological Beliefs and Conceptions of Teaching and Learning","[{\"question\":\"What relationship does the study examine between teachers’ beliefs and classroom practices?\",\"answer\":\"The study investigates how Chinese in-service teachers’ epistemological and pedagogical beliefs influence instructional practices in junior secondary classrooms, directly or indirectly through their conceptions of teaching and learning.\"},{\"question\":\"Which conception of teaching and learning is reported as dominant among the teachers?\",\"answer\":\"The constructivist approach is reported as the dominant conception on teaching and learning for junior secondary school teachers.\"},{\"question\":\"How do constructivist and traditional conceptions relate to instructional practices?\",\"answer\":\"The constructivist conception is positively related to three types of classroom instructional practices, while the traditional conception is significantly and negatively linked to standard contemporary practices.\"}]","Effects of Epistemological and Pedagogical Beliefs on the Instructional Practices of Teachers: A Chinese Perspective - Article 8 | PDF",1792077439,71]