Chinese Teacher Competence Development and Influencing Factors

• In Event: Roundtable Session 55
  In Roundtable Session: Better Tools for Measuring Teacher Effectiveness

Abstract

In this study, 1195 teachers in both primary and secondary schools in China responded to a questionnaire in regard to their perception of their teacher competence in nine domains. In addition to proposing this comprehensive teacher competence assessment tool, we also explored how participants’ perceptions of their competence have developed during their careers and what factors have influenced this development. Years of teaching, working location, professional identity, and education level were found to have the most significant impact on Chinese teachers’ competence development. The results of this study have implications for teacher education policy and practice reform in China.

Authors

• Shujing Ding, Universidad Autónoma de Barcelona

• Yule Jin, Southwest University

• Yiting Chu, University of Washington

• Shengquan Luo, Southwest University

• Min Li, University of Washington