Guoyuan Sang
Guoyuan Sang
Faculty of Education, Beijing Normal University
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Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology
G Sang, M Valcke, J Van Braak, J Tondeur
Computers & Education 54 (1), 103-112, 2010
Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence
J Tondeur, J Van Braak, G Sang, J Voogt, P Fisser, A Ottenbreit-Leftwich
Computers & Education 59 (1), 134-144, 2012
Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher‐related variables
G Sang, M Valcke, J Van Braak, J Tondeur, C Zhu
Journal of Computer Assisted Learning 27 (2), 160-172, 2011
Exploring the Profiles and Interplays of Pre-service and In-service Teachers' Technological Pedagogical Content Knowledge (TPACK) in China.
Y Dong, CS Chai, G Sang, JHL Koh, CC Tsai
Educational Technology & Society 18 (1), 158-169, 2015
Investigating teachers' educational beliefs in Chinese primary schools: socioeconomic and geographical perspectives
G Sang, M Valcke, J van Braak, J Tondeur
Asia-Pacific Journal of Teacher Education 37 (4), 363-377, 2009
From SCORM to Common Cartridge: A step forward
V Gonzalez-Barbone, L Anido-Rifon
Computers & Education 54 (1), 88-102, 2010
Taking prospective teachers' beliefs into account in teacher education
M Valcke, G Sang, I Rots, R Hermans
International encyclopedia of education, 622-628, 2010
Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale
G Sang, J Tondeur, CS Chai, Y Dong
Asia-Pacific Journal of Teacher Education 44 (1), 49-65, 2016
Factors support or prevent teachers from integrating ICT into classroom teaching: A Chinese perspective
G Sang, M Valcke, J Van Braak, J Tondeur
Proceedings of the 17th International Conference on Computers in Education …, 2009
Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective
T Teo, G Sang, B Mei, CKW Hoi
Interactive Learning Environments 27 (4), 530-546, 2019
Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective
G Sang, JC Liang, CS Chai, Y Dong, CC Tsai
Asia Pacific Education Review 19 (3), 307-317, 2018
Undergraduate Chinese students’ perspectives on Gaokao examination: Strengths, weaknesses, and implications
A Muthanna, G Sang
International Journal of Research Studies in Education 5 (2), 3-12, 2015
Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools
G Sang, M Valcke, J van Braak, C Zhu, J Tondeur, K Yu
Asia-Pacific Journal of Teacher Education 40 (4), 363-378, 2012
J. & Tondeur, J.(2010). Student teachersthinking processes and ICT integration: PredICTors of prospective teaching behaviours with educational technology
GV Sang, M van Braak
Computers & Education 54 (1), 103-112, 0
Exploring the educational beliefs of primary education student teachers in the Chinese context
G Sang, M Valcke, J Tondeur, C Zhu, J van Braak
Asia Pacific Education Review 13 (3), 417-425, 2012
Factors associated with the integration of ICT into Chinese primary school classrooms: an interplay of teacher-related variables
G Sang, M Valcke, J van Braak, J Tondeur, C Zhu
Journal of Computer Assisted Learning 27 (2), 160-172, 2010
Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting
M Li, C Zheng, X Tang, G Sang
Journal of Computers in Education 2 (4), 475-491, 2015
Does teacher-centered teaching contribute to students’ performance in primary school? A video analysis in Mainland China
N Zhao, M Valcke, A Desoete, G Sang, C Zhu
International Journal of Research Studies in Education 3 (3), 21-34, 2014
Conflict at higher education institutions: factors and solutions for Yemen
AMG Sang
Compare: A Journal of Comparative and International Education, 2017
A dialogue about teacher agency: Australian and Chinese perspectives
A Simpson, G Sang, J Wood, Y Wang, B Ye
Teaching and Teacher Education 75, 316-326, 2018
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