A study on the structural factors of primary school English teachers’ competence under the new Chinese curriculum standards

Qian Sun, Ahmad Johari Bin Sihes

Article ID: 9613
Vol 8, Issue 14, 2024

VIEWS - 34 (Abstract) 29 (PDF)

Abstract


This study focuses on the competency structure factors of elementary school English teachers under China’s new curriculum standards, aiming to reveal the core competencies that teachers should possess in the context of education in the new era. Through the comprehensive application of qualitative interviews and quantitative questionnaire survey methods, this study provides an in-depth analysis of the competency structure of primary English teachers. It was found that the competency structure of elementary school English teachers is mainly composed of six dimensions: professionalism, personality traits, teaching ability, student views, teaching organization strategy and research ability. These dimensions work together to influence teachers’ teaching effectiveness and students’ learning effectiveness. The study also found that there were significant differences in the competency characteristics of elementary school English teachers across gender, teaching experience and educational qualifications. In general, this study provides a theoretical basis and practical guidance for the professional development of elementary school English teachers, which can help to improve the quality of teachers’ teaching and promote the comprehensive development of students.


Keywords


competence; competency structure; educational reform; primary school English teachers; new curriculum standards; teachers’ competence

Full Text:

PDF


References


Böttcher, F., & Thiel, F. (2017). Evaluating research-oriented teaching: A new instrument to assess university students’ research competences. Higher Education, 1–20. doi:10.1007/s10734-017-0128-y.

Boyatzis, R. E. (1982). The competent manager: A model for effective performance. New York: Wiley.

Cheng, B., & Zhang, D. (2020). Cultivating citizens with Confucian cosmopolitanism: Defining the purpose of liberal arts education in the Asian context. Frontiers of Education in China, 15, 564–587. doi:10.1007/s11516-020-0027-3

Danielson, C. (2000). Enhancing professional practice: The framework for teaching (3rd ed.). ASCD.

Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically based research” actually tell us? Educational Researcher, 31(9), 13–25.

Fullan, M. (2012). Change forces: Probing the depths of educational reform. London: Routledge. doi:10.4324/9780203059005

Hopkins, D., & Stern, D. (1996). Quality teachers, quality schools: Implicational perspectives and policy implications. Teaching and Teacher Education, 512–567.

Jiang, A. L., & Zhang, L. J. (2021). Teacher learning as identity change: The case of EFL teachers in the context of curriculum reform. TESOL Quarterly, 55, 271–284.

Jin, L., & Cortazzi, M. (2006). Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19, 5–20. doi:10.1080/07908310608668751

Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859–1875. doi:10.1016/j.tate.2008.02.007

Lei, M., & Medwell, J. (2022). The changing role of Chinese English-as-foreign-language teachers in the context of curriculum reform: Teachers’ understanding of their new role. Frontiers in Psychology, 13, 904071. doi:10.3389/fpsyg.2022.904071

Li, L. (2024). The Evaluation of English Teaching Mode in the Context of Big Data. In: Zhang, Y., Shah, N. Application of Big Data, Blockchain, and Internet of Things for Education Informatization. BigIoT-EDU 2023. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 581. Springer, Cham. doi:10.1007/978-3-031-63133-7_20

Liang, Y. (2023). Challenges and countermeasures for the professional development of primary and secondary school English teachers under the background of the new curriculum standards: Based on the analysis of Compulsory Education English Curriculum Standards (2022 Edition). Advances in Education, 13(4), 2143–2152. doi:10.12677/AE.2023.134336

McClelland, D. C. (1973). Testing for competence rather than for "intelligence." American Psychologist, 28(1), 2–8.

Mei, D. M. (2019). Guidelines for teachers of English based on the curriculum standards for teaching English for general senior high schools. Shanghai: Shanghai Educational Publishing House.

Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and Teacher Education, 43, 131–142.

Sheridan, L. D. (2013). Changes in pre-service teachers' perceptions of teacher qualities: Development from egocentric to student centric. Australian Journal of Teacher Education, (10), 38–46. doi:10.14221/a jte.2013v38n9.2

Spencer, L. M., & Spencer, S. M. (1993). Competence at work: Models for superior performance. Wiley.

Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M. (2019). Becoming a globally competent teacher. ASCD.

Vähäsantanen, K., & Eteläpelto, A. (2009). Vocational teachers in the face of a major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22, 15–33. doi:10.1080/13639080802709620

Watts, D. (1982). Can campus-based pre-service teacher education survive? Part II: Professional knowledge and professional studies. Journal of Teacher Education, 33(2), 37–41.

Weng, Y. (2004). An empirical study on the competency characteristics of human resource managers in Chinese enterprises. (Doctoral dissertation, Wuhan University).

Yaccob, N. S., Yunus, M. M., & Hashim, H. (2021). The way forward: Global competence among ESL teachers. A conceptual paper presented at the 29th MELTA International Conference, July 23–25, 2021.

Yim Su Yon & Lim Eun Young. (2024). English teacher competency: a study with different school levels and teaching experience. Asia Pacific Journal of Education (2), 219–233.

Zhao Xia.(2013). On Three Dimensions of Language Teachers' Capability.Journal of Chongqing University(Social Science Edition), 19(5): 178–182. doi:10.11835/j.issn.1008-5831.2013.05.028.

Zhou, Q. (2024). A study on the teaching competence and its development of basic education English teachers . Shanghai International Studies University.

Zhu, Y. (2018). Language curriculum innovation in a Chinese secondary school. Singapore: Springer. doi:10.1007/978-981-10-7239-0




DOI: https://doi.org/10.24294/jipd9613

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Sun Qian, Ahmad Johari Bin Sihes

License URL: https://creativecommons.org/licenses/by/4.0/

This site is licensed under a Creative Commons Attribution 4.0 International License.