Abstract
The rapid development of science and technology worldwide has promoted a boom in STEM education in China, increasing the demand for competent STEM teachers and creating new challenges for training STEM teachers. Teaching competence is crucial to the implementation and quality of STEM education in school, and is influenced in turn by teachers’ learning experiences during their preparation programs. This study investigated the longitudinal effects of teacher training experiences on new teachers’ perceived teaching competence, with their teaching beliefs as a mediator. Based on the model of Baumert and Kunter (2013), the study collected data from 219 beginner teachers from different K-12 schools in China. The findings showed that knowledge training and teaching practice during teacher education programs, as well as the teachers’ beliefs about teaching, were positively related to STEM teachers’ perceptions of their teaching competence. Meanwhile, teaching beliefs mediated the relationship between teaching practice and perceived teaching competence. Multigroup analysis revealed similar relationships for both primary and secondary school teachers between teacher training and perceived teaching competence, and between teaching beliefs and perceived competence. However, the relationship between teacher preparation and teaching beliefs was different for the two teacher cohorts, and a significant indirect effect of teaching practice on perceived teaching competence, mediated by teaching beliefs, was observed only in secondary school teachers.
Similar content being viewed by others
Data Availability
Data and survey items will be available upon request.
References
Altan, E. B., & Ercan, S. (2016). STEM education program for science teachers: perceptions and competencies. Journal of Turkish Science Education, 13, 103–117.
An, S., Kulm, G., & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the US. Journal of Mathematics Teacher Education, 7(2), 145-172.
Asia Society. (2006). Math and science education in a global age: what the U.S. can learn from China. Retrieved on Oct 10, 2020 from http://www.asiasociety.org/files/math-science-china.pdf
Balka, K. (2011). Open source product development: the meaning and relevance of openness. New York: Springer Science & Business Media.
Barenthien, J., Oppermann, E., Anders, Y., & Steffensky, M. (2020). Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional knowledge and motivation? International Journal of Science Education, 42(5), 744-763.
Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 25–48). New York, NY: Springer.
Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education: a meta-analysis. Review of Educational Research, 87(2), 309–344.
Borg, S., & Edmett, A. (2019). Developing a self-assessment tool for English language teachers. Language Teaching Research, 23(5), 655–679.
Brislin, R. W. (1980). Translation and content analysis of oral and written materials. In H. C. Triandis & J. W. Berry (Eds.), Handbook of cross-cultural psychology (Vol. 2, pp. 389–444). Boston: Allyn and Bacon.
Brown, J. (2012). The current status of STEM education research. Journal of STEM Education: Innovations and Research, 13(5), 7–11.
Brown, R. E., & Bogiages, C. A. (2019). Professional development through STEM integration: how early career math and science teachers respond to experiencing integrated STEM tasks. International Journal of Science and Mathematics Education, 17(1), 111–128.
Brown, C. A., & Borko, H. (1992). Becoming a mathematics teacher. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 209-239). New York: Macmillan.
Brown, C. P., & Lan, Y.-C. (2015). A qualitative metasynthesis of how early educators in international contexts address cultural matters that contrast with developmentally appropriate practices. Early Education and Development, 26(1), 22–45.
Buljubašić Kuzmanović, V., & Petrović, A. (2014). Život i škola: Časopis za teoriju i praksu odgoja i obrazovanja [Teaching and lesson design from primary and secondary teachers' perspective]. Život i škola, 31(1), 76–90.
Caprano, R. M., Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? Teacher Education Quarterly, 37(1), 131–154.
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self‐efficacy beliefs to academic achievement: a longitudinal study. British Journal of Educational Psychology, 81(1), 78-96.
Caudle, L. A., & Moran, M. J. (2012). Changes in understandings of three teachers’ beliefs and practice across time: moving from teacher preparation to in-service teaching. Journal of Early Childhood Teacher Education, 33(1), 38–53.
Chai, C. S. (2019). Teacher professional development for science, technology, engineering and mathematics (STEM) education: a review from the perspectives of technological pedagogical content (TPACK). The Asia-Pacific Education Researcher, 28(1), 5–13.
Chen, Y. L., Huang, L. F., & Wu, P. C. (2020). Preservice preschool teachers’ self-efficacy in and need for STEM education professional development: STEM pedagogical belief as a mediator. Early Childhood Education Journal. Advance online publication.
Cheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98–113.
Cinici, A. (2016). Pre-service teachers’ science teaching self-efficacy beliefs: the influence of a collaborative peer microteaching program. Mentoring & Tutoring: Partnership in Learning, 24(3), 228–249.
Cunningham, A. E., Zibulsky, J., Stanovich, K. E., & Stanovich, P. J. (2009). How teachers would spend their time teaching language arts: the mismatch between self-reported and best practices. Journal of Learning Disabilities, 42(5), 418–430.
Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 13, 1–48.
De Jong, O. (2007). Trends in western science curricula and science education research: a bird’s eye view. Journal of Baltic Science Education, 6(1), 15–22.
Demirdöğen, B. (2016). Interaction between science teaching orientation and pedagogical content knowledge components. Journal of Science Teacher Education, 27(5), 495–532.
Dimitrov, B. (2010). Ages in reliability and bio systems, interpretations, control, and applications. In V. V. Rykov, N. Balakrishnan, & M. S. Nikulin (Eds.), Mathematical and statistical models and methods in reliability (pp. 317–334). New York: Birkhäuser.
Dong, Y., Xu, C., Song, X., Fu, Q., Chai, C. S., & Huang, Y. (2019). Exploring the effects of contextual factors on in-service teachers’ engagement in STEM teaching. The Asia-Pacific Education Researcher, 28(1), 25–34.
Duckitt, J., & Sibley, C. G. (2014). Personality, ideological attitudes, and group identity as predictors of political behaviour in majority and minority ethnic groups. Political Psychology, 37(1), 109–124.
Eckman, E. W., Williams, M. A., & Silver-Thorn, M. B. (2016). An integrated model for stem teacher preparation: the value of a teaching cooperative educational experience. Journal of STEM Teacher Education, 51(1), 71–82.
Eren, A., & Çetin, G. (2019). Pre-service teachers’ beliefs about the teaching profession, curriculum orientations, and personal responsibility. Curriculum Perspectives, 39(1), 19–32.
Faez, F., & Valeo, A. (2012). TESOL teacher education: novice teachers’ perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450–471.
Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825.
Farrell, T. S. (2012). Novice-service language teacher development: bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435–449.
Fetters, M. K., Czerniak, C. M., Fish, L., & Shawberry, J. (2002). Confronting, challenging, and changing teachers’ beliefs: implications from a local systemic change professional development program. Journal of Science Teacher Education, 13(2), 101–130.
Gao, Y. (2014). An emerging giant of science: achievements and challenges of STEM education in China. In B. Freeman, S. Marginson, & R. Tytler (Eds.), The age of STEM (pp. 69–88). Milton Park, Abingdon: Routledge.
Gao, Y. (2017). Integrating STEM education into the global landscape in China. Retrieved on Oct 10, 2020 from http://www.arpjournal.org/download/usr_downloadFile.do?requestedFile=20171222104313650.pdf&path=journal&tp=isdwn&seq=155
Gao, Y. (2018). Consultant report securing Australia’s future STEM: Country comparisons. Retrieved on Oct 10, 2020 from http://www.acola.org/wp-content/uploads/2018/12/Consultant-Report-China.pdf
Gardner, M., & Tillotson, J. W. (2019). Interpreting integrated STEM: sustaining pedagogical innovation within a public middle school context. International Journal of Science and Mathematics Education, 17(7), 1283–1300.
GETChina Insights. (2019). China’s STEM education in action: observations, initiatives and reflections. Retrieved on Oct 10, 2020 from http://medium.com/@EdtechChina/chinas-stem-education-in-action-observations-initiatives-and-reflections-a20d6cd43a0c
Girardet, C., & Berger, J. L. (2018). Factors influencing the evolution of vocational teachers’ beliefs and practices related to classroom management during teacher education. Australian Journal of Teacher Education, 43(4), 138–158.
Gniewosz, B., Eccles, J. S., & Noack, P. (2012). Secondary school transition and the use of different sources of information for the construction of the academic self-concept. Social Development, 21(3), 537–557.
Grossman, P., & Schoenfeld, L. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 201–231). San Francisco: Jossey-Bass.
Haney, J. J., & Lumpe, T. A. (1995). A teacher professional development framework guided by reform policies, teachers’ needs, and research. Journal of Science Teacher Education, 6(4), 187–196.
Hu, B. Y., Fan, X., Yang, Y., & Neitzel, J. (2017). Chinese preschool teachers’ knowledge and practice of teacher-child interactions: the mediating role of teachers’ beliefs about children. Teaching and Teacher Education, 63, 137–147.
Iaochite, R. T., & Costa Filho, R. A. D. (2016). Teacher efficacy beliefs during the practicum experiences in physical education classes. Motriz: Revista de Educação Física, 22(3), 183–189.
Idrus, H., & Salleh, R. (2017). Perceived self-efficacy of Malaysian ESL engineering and technology students on their speaking ability and its pedagogical implications. The English Teacher, 15, 61–75.
Ingvarson, L., Beavis, A., & Kleinhenz, E. (2007). Factors affecting the impact of teacher education programmes on teacher preparedness: implications for accreditation policy. European Journal of Teacher Education, 30(4), 351–381.
Jimenez, J. E., & O'Shanahan, I. (1992). Training course to change teachers’ beliefs on reading readiness. International Journal of Psychology, 27, 591–591.
Jimenez, J. E., & O'Shanahan, I. (2016). Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. Teaching and Teacher Education, 55, 175–187.
Jones, M. G., & Carter, G. (2007). Science teacher attitudes and beliefs. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 1067–1104). Mahwah, NJ: Lawrence Erlbaum.
Keebler, D. W., & Huffman, J. (2020). Effective eLearning and transformative pedagogical strategies: STEM programs. International Journal of Online Pedagogy and Course Design, 10(2), 61–70.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1–11.
Kennedy, M. M., Ahn, S., & Choi, J. (2008). The value added by teacher education. In M. Cochran-Smith, S. Feiman-Nemser, & J. McIntyre (Eds.), Handbook of research on teacher education (pp. 1249–1273). New York: Routledge.
Kim, H. J. (2019). Exploring pre-service teachers’ beliefs about English teaching competence, perceived competence, and actual competence. Journal of Pan-Pacific Association of Applied Linguistics, 23(2), 1–19.
Klusmann, U., Kunter, M., Voss, T., & Baumert, J. (2012). Berufliche beanspruchung angehender lehrkräfte: Die effekte von persönlichkeit, pädagogischer vorerfahrung und professioneller kompetenz [Occupational stress on prospective teachers: the effects of personality, previous pedagogical experience and professional competence]. Zeitschrift Für Pädagogische Psychologie, 26(4), 275–290.
Kuehnert, E., Cason, M., Young, J., & Pratt, S. (2019). A meta-analysis of reform-based professional development in STEM: implications for effective praxis. International Journal of Technology in Education, 2(1), 60–68.
Kunter, M., & Baumert, J. (2013). The COACTIV research program on teachers’ professional competence: summary and discussion. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 345–368). New York, NY: Springer.
Kunter, M., Kleickmann, T., Klusmann, U., & Richter, D. (2013). The development of teachers’ professional competence. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 63–77). New York: Springer.
Lee, B., Cawthon, S., & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 84-98.
Lee, J., Tice, K., Collins, D., Brown, A., Smith, C., & Fox, J. (2012). Assessing student teaching experiences: teacher candidates’ perceptions of preparedness. Educational Research Quarterly, 36(2), 3–20.
Li, C., & Wang, S. (2018). A International comparative study of STEM teacher education in China, the United States, United Kingdom and Germany. Research of Teacher Education [教师教育研究], 30(4), 122-128.
Liu, X., Liang, L. L., & Liu, E. (2012). Science education research in China: challenges and promises. International Journal of Science Education, 34(13), 1961–1970.
Liu, E., Liu, C., & Wang, J. (2015). Pre-service science teacher preparation in China: challenges and promises. Journal of Science Teacher Education, 26(1), 29–44.
Loevinger, L. (1969). The ambiguous mirror: the reflective-projective theory of broadcasting and mass communications. ETC: A Review of General Semantics, 26(3), 268–294.
Longobardi, C., Iotti, N. O., Jungert, T., & Settani, M. (2018). Student-teacher relationships and bullying: the role of student social status. Journal of Adolescence, 63, 1–10.
Luft, J. A., Whitworth, B. A., Berry, A., Navy, S., & Kind, V. (2019). Science education trajectories: charting the course for teachers, educators, researchers, and policymakers. Journal of Science Teacher Education, 30(1), 63–79.
Luo, T. (2018). Delving into the specificity of instructional guidance in social media-supported learning environments. Journal of Information Technology Education: Innovations in Practice, 17, 37–54.
Mandal, S. (2018). The competencies of the modern teacher. International Journal of Research in Engineering, Science and Management, 1(10), 351–360.
Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: a longitudinal study. Teaching and Teacher Education, 23(8), 1272–1288.
Meece, J. L., & Eccles, J. S. (2010). Handbook of research on schools, schooling and human development. Milton Park, Abingdon: Routledge.
Michaluk, L., Stoiko, R., Stewart, G., & Stewart, J. (2018). Beliefs and attitudes about science and mathematics in pre-service elementary teachers, STEM, and non-STEM majors in undergraduate physics courses. Journal of Science Education and Technology, 27(2), 99–113.
Ministry of Education (MOE). (2017). National science curriculum standard for primary education. Beijing: People’s Education Press.
Mischo, C. (2015). Early childhood teachers’ perceived competence during transition from teacher education to work: results from a longitudinal study. Professional Development in Education, 41(1), 75–95.
MOE Higher Education Professional Teaching Committee. (2018). National standard for teaching quality of undergraduate specialty in general colleges and universities. Beijing: Higher Education Press.
Moore, T. J., Stohlmann, M. S., Wang, H. H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. E. Cardella (Eds.), Engineering in pre-college settings: synthesizing research, policy, and practices (pp. 35–60). Indiana: Purdue University Press.
Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877–904). Washington, DC: American Educational Research Association.
Murphy, P. K., Delli, L. M., & Edwards, M. N. (2004). The good teacher and good teaching: comparing beliefs of second-grade students, pr-eservice teachers, and in-service teachers. Journal of Experimental Education, 72(2), 69–92.
Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: contexts, challenges, and the future. The Journal of Educational Research, 110(3), 221–223.
Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM perception and preparation: inquiry-based STEM professional development for elementary teachers. Journal of Educational Research, 106(2), 157–168.
Nadelson, L. S., Seifert, A. L., & Sias, C. (2015). To change or not to change: indicators of K-12 teacher engagement in innovative educational practices. International Journal of Innovation in Education, 3(1), 45–61.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
Nessipbayeva, O. (2012, June). The competencies of the modern teacher. In Paper presented in the10th annual meeting of the Bulgarian comparative education society. Kyustendil: Bulgaria.
Nguyen, T. T. K., Nguyen, V. B., Lin, P. L., Lin, J., & Chang, C. Y. (2020). Measuring teachers’ perceptions to sustain STEM. Sustainability, 12, Article 1531.
Nuangchalerm, P. (2018). Investigating views of STEM primary teachers on STEM education. Chemistry: Bulgarian Journal of Science Education, 27(2), 208–215.
OECD (2019). PISA 2018 results (Volume I): What students know and can do. Paris: OECD Publishing.
Onnismaa, E.-L., Tahkokallio, L., & Kalliala, M. (2015). From university to working life: an analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work. Early Years, 35(2), 197–210.
Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: an insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46–57.
Perry, B., Wong, N. Y., & Howard, P. (2006). Comparing primary and secondary mathematics teachers’ beliefs about mathematics, mathematics learning and mathematics teaching in Hong Kong and Australia. In F. K. S. Leung, K.-D. Graf, & F. J. Lopez-Real (Eds.), Mathematics education in different cultural traditions-a comparative study of east Asia and the west (pp. 435–448). Boston, MA: Springer.
Potari, D., & Georgiadou-Kabouridis, B. (2009). A primary teacher’s mathematics teaching: the development of beliefs and practice in different “supportive” contexts. Journal of Mathematics Teacher Education, 12(1), 7–25.
Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Research, 19(7), 10–18.
Rieg, S. A., Paquette, K. R., & Chen, Y. (2007). Coping with stress: an investigation of novice teachers’ stressors in the elementary classroom. Education, 128(2), 211–226.
Rinke, C. R., Gladstone-Brown, W., Kinlaw, C. R., & Cappiello, J. (2016). Characterizing STEM teacher education: affordances and constraints of explicit STEM preparation for elementary teachers. School Science and Mathematics, 116(6), 300–309.
Saifi, S., Shahzaman, Shah, S. A., Idrees, A., & Zaman, S. (2013). Effect of reformed teaching practicum on professional development of B.Ed (Hons) prospective teachers. Bulletin of Education & Research, 2(35), 125–138.
Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2009). Investigating teachers’ educational beliefs in Chinese primary schools: socioeconomic and geographical perspectives. Asia-Pacific Journal of Teacher Education, 37(4), 363–377.
Song, M. (2019). Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea. International Journal of Comparative Education and Development, 22(2), 131–146.
Srikoom, W., & Faikhamta, C. (2018). Assessing in-service teachers’ self-efficacy and beliefs about STEM education. Journal of Education, Mahasarakham University, 12(4), 169–186.
Srikoom, W., Hanuscin, D. L., & Faikhamta, C. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching, 18(2), 1–23.
Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 28–34.
Sumen, O. O., & Calisici, H. (2016). The associating abilities of pre-service teachers science education program acquisitions with engineering according to STEM education. Journal of Education and Practice, 7(33), 117–123.
Tarman, B. (2012). Prospective teachers’ beliefs and perceptions about teaching as profession. Educational Sciences: Theory & Practice, 12(3), 1964–1973.
Terhart, E. (2001). Lehrberuf und Lehrerausbildung. Forschungsbefunde, Problemanalyse, Reformkonzepte [The teaching profession and teacher education: research findings, analyses of problems, and concepts for reform]. Weinheim: Beltz.
Toom, A. (2017). Teachers’ professional and pedagogical competencies: a complex divide between teacher work, teacher knowledge, and teacher education. In D. J. Clandinin & J. Husu (Eds.), Handbook of research on teacher education (Vol. 2, pp. 803–819). London: Sage.
Tramayne, S., Fan, X., & Brown, S. (2008). Self-efficacy/perceived competence. In F. T. L. Leong (Ed.), Encyclopedia of counseling (Vol. 2, pp. 853–859). Thousand Oaks: Sage.
Turnuklu, E. B., & Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: preservice primary mathematics teachers’ perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers, 1, 1–13.
Ucar, S. (2012). How do pre-service science teachers’ views on science, scientists, and science teaching change over time in a science teacher training program? Journal of Science Education and Technology, 21(2), 255–266.
Utami, D. N. (2016). The EFL teachers’ beliefs and their teaching practices. OKARA: Journal Bahasa dan Sastra, 10(2), 135–144.
Van Houtte, M., & Demanet, J. (2016). Teachers’ beliefs about students, and the intention of students to drop out of secondary education in Flanders. Teaching and Teacher Education, 54, 117–127.
Vartuli, S. (2005). Beliefs: the heart of teaching. YC Young Children, 60(5), 76–86.
Voss, T., Kleickmann, T., Kunter, M., & Hachfeld, A. (2013). Mathematics teachers’ beliefs. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, & M. Neubrand (Eds.), Cognitive activation in the mathematics classroom and professional competence of teachers: results from the COACTIV project (pp. 249–272). New York: Springer.
Westerman, D. A. (1990). An analysis of preactive, interactive, and postactive decision-making by novice and expert teachers in elementary classrooms. Unpublished doctoral dissertation, Catholic University of America, USA.
Wilkins, J. L. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139–164.
Williams, M., Mercer, S., & Ryan, S. (2016). Exploring psychology in language learning. Oxford: Oxford University Press.
Wilson, S. (2011). Effective STEM teacher preparation, induction, and professional development. Paper presented at the workshop of the National Research Council’s Committee on Highly Successful Schools or Programs for K-12 STEM Education, Washington, DC.
Wong, N. Y., Lam, C. C., Leung, F. K. S., Mok, I. A. C., & Wong, K. M. P. (1999). Holistic reform of the mathematics curriculum—the Hong Kong experience. Journal of the Korea Society of Mathematical Education, Series D: Research in Mathematical Education, 3(2), 69–88.
Woolfolk Hoy, A., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 715–737). Mahwah: Lawrence Erlbaum.
Xiong, Z. (2016). The impact of teacher education on in-service English teachers’ beliefs about self. Journal of Language Teaching and Research, 7(3), 519–526.
Funding
This research is funded by National Natural Science Foundation of China (no: 71974016) and the International Joint Research Project of Faculty of Education, Beijing Normal University (no: CER201905).
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Ethical Statement
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed Consent
Informed consent was obtained from all individual participants included in the study.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Song, H., Zhou, M. STEM Teachers’ Preparation, Teaching Beliefs, and Perceived Teaching Competence: a Multigroup Structural Equation Approach. J Sci Educ Technol 30, 394–407 (2021). https://doi.org/10.1007/s10956-020-09881-1
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-020-09881-1