A Study on the Relationship Between Preservice STEM Teachers’ Beliefs About Migrant Students and Teachers’ Roles in Chinese Urban Schools

• Published in: Education and urban society Vol. 53; no. 2; pp. 206 - 230
• Main Authors: Wang, Jingying, Yang, Mingyue
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.02.2021; SAGE PUBLICATIONS, INC
• Subjects: Beliefs; Classrooms; College students; Curricula; Elementary Education; Elementary school students; Elementary School Teachers; Elementary schools; Figurative Language; Foreign Countries; Gender Differences; Immigrant students; Immigrants; Instructional Program Divisions; Learning; Learning disabilities; Learning Problems; Mathematics; Migrant Education; Migrants; Preservice Teacher Education; Preservice Teachers; Preservice training; Reality; School Support; Science and technology; STEM Education; Student Attitudes; Students; Teacher Attitudes; Teacher education; Teacher Role; Teachers; Teaching; Tutoring; Urban Areas; Urban schools; China (Beijing); preservice STEM teachers; teachers’ belief; beliefs about migrant students; Chinese urban schools; beliefs about teachers’ roles; metaphor method

The survival and development of migrant students in urban areas were always the focus of all sectors of society. Science, technology, engineering, and mathematics (STEM) subjects are most likely to cause learning difficulties for migrant students, and the beliefs of STEM teachers about migrant stude...