The Development of Pre-Service Teacher Competences in China

Author(s):

Shujing Ding(presenting / submitting)Yule Jin(presenting)Shengquan Luo Andrew Morozov Zhichao Li

Conference:

ECER 2015

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 10 B,

Paper Session

Time:

2015-09-10

15:30-17:00

Room:

208.Oktatóterem [C]

Chair:

n.n. n.n.

Contribution

1 Introduction

The OECD Programme for International Student Assessment (PISA) shows that Shanghai recently ranked in the top of all participating countries in student achievement (OECD, 2010 and 2014a). Since then the Chinese education system has attracted much attention (Lu, 2013). However, Teaching and Learning International Survey (TALIS) does not include teachers from China (OECD, 2014b). This contributes to a lack of understanding of Chinese teachers’ professional practices and competences, despite evidence of their effectiveness. What competences characterize Chinese pre-service teachers? How are these competences taught in University teacher education programs?

1.1 Theoretical Framework

Research suggests that teacher competence serves as an important index of teacher quality (Conway, Murphy, Rath, & Hall, 2009; Caena, 2011). Teacher competence has been defined in literature reviews as knowledge, skills, values and personal characteristics which contribute to a teacher’s appropriate professional conduct in a given situation (European Commission, 2005; Yip &Smales, 2000; Caena, 2011; Zhang, 2013; Rychen, Saganik&Mclaughlin, 2003). According to the European Commission-Education and Training 2020 program (2011b), teachers should have specialist knowledge of their subject, plus the necessary pedagogical skills to teach students, including the ability to teach in heterogeneous classes, make full use of information and communications technology (ICT), and help pupils to acquire transversal competences (Caena, 2011, OECD, 2009 & 2014b). In some domestic studies in China, subject matter knowledge, teaching ability, and personal characteristics such as patience and responsibility have also been included in the competence structure for basic teacher education (Xu &Zhang, 2006; Han, 2004; Li& Lin, 2008).

What competences do the Chinese pre-service teachers possess, and what competences are developed through university training? However, the theme of teacher competence is not clearly and exhaustively elaborated in the Chinese teacher educational policies(MEPRC, 2010, 2011, 2013). Although a number of domestic studies of teacher competences have been conducted (e.g., Xu & Zhang, 2006, Wang, 2008; Chen, Yang & Li, 2013), this research lacks focus on inclusive teaching (awareness of and respect for students’diversity and individual differences) and flexibility in linking practice to educational policies. In this study we seek to place greater emphasis on ideas related to inclusive teaching (Brussels, 2007; European Commission, 2007a) and lifelong learning (European Commission, 2007b) in teacher competences. This includes the notions of diversity and inclusion in teaching, learning to learn, as well as cross-cultural competences as part of the theoretical model associated with the European and American teacher competency requirements (European Commission 2005, 2007b, 2011a, 2011b; Caena, 2011).

This research addresses two areas of teacher competence in teacher training: professional-oriented competences and individual-oriented competences (Gonzàlez&Wagenaar, 2005). The four professional-oriented competences include teachers’ professional knowledge, pedagogical (the ability to plan and design a class, skills related to ICT and organizing group learning activities in class, as well as critical and creative thinking on teaching and learning), assessment (ability to assess student learning and reflect on one’s teaching), and classroom management competences (Caena, 2011;Li & Lin, 2008). The five individual-oriented competences include teachers’ emotional (Usharani& Abdul, 2011), communication, social, and interpersonal (Usharani& Abdul, 2011), cultural and cross-cultural (McAllister &Jordan Irvine, 2000), learning to learn (Caena, 2011), and professional attitude, values and ethical competences (Xu & Zhang, 2006; Virgil &Varvel, 2007; Caena, 2011). In this study, the cultural and cross-cultural competences and the learning to learn competences are included in the theoretical frame work as parts of life-long learning and inclusive teaching.

1.2 Research Questions

Which competences should the future Chinese basic education teachers possess?
Which competences are currently taught in university teacher education programs?
How are teacher competences developed during the 4-year university training program?
Which factors influence the development of pre-service teachers’ competences?

Method

2 Methodology 2.1 Research methods The literature review was used to develop the teacher competence theoretical framework. Interviews were used for the development of the Initial Teacher Competences Questionnaire and data collection for answering two questions: in what competences are Chinese teachers currently being trained, and what teacher competences result from such training. The Chinese Per-service Teacher Competences Questionnaire (CPTCQ) was developed based on the content analysis of the interview data and the teacher competence theoretical framework. The aim for this self-report measure was to uncover how pre-service teachers’ competences are developed during their 4-year training program, and to better understand the factors which influence teacher competence development. 2.2 Data collection and processes Participant Interviews Twelve university professors and sixty university students took part in the study. The professors were familiar with the training programs of Beijing Normal University, Southwest University and Zhejiang Normal University in China. All students were enrolled in the teacher training programs at the same universities. Questionnaire Development First, we wrote the items of the CPTCQ questionnaire based on the data analysis and the theoretical framework. Second, we sent the questionnaire to six experts for reviewing (three Chinese experts and three European experts in the areas of teacher education and teacher competences). We then revised the questionnaire based on the experts’ feedbacks, and piloted it with 208 pre-service teachers. The CPTCQ pilot resulted in 202 valid responses (from 76 men and 126 women). Finally, the CITCQ was administered to 800 pre-service teachers at Southwest University and Zhejiang Normal University; producing 766 valid responses (from 179 men and 587women). Reliability and validity The CPTCQ demonstrated high reliability in the pilot and final administrations, with Cronbach's Alpha of 0.985 and 0.938, respectively. In addition, the CPTCQ questionnaire´s face and content validity was evaluated by six experts. Also, exploratory factor analysis indicated 7 dimensions with Kaiser-Meyer-Olin (KMO) (0.983), accounting for 66.92 percent of the variance. These dimensions, or competence areas, include Teachers Professional Knowledge, Pedagogical, Classroom Management, Emotional, Interpersonal, Learning to learn, and Professional Attitudes, Values and Ethical Competences. 2.3 Data analysis We used NVIVO and Microsoft Excel software for content and keyword analysis of the interview data. Also, SPSS18.0 software was used for factor and reliability analyses of the CPTCQ, as well as the T-test and independent samples T-test, the analysis of variance (ANOVA), Pearson R correlation, and regression analyses

Expected Outcomes

Conclusions 1. Prior researches have highlighted nine core competences for pre-service teachers: Subject Matter Knowledge; Pedagogical (ability of planning and designing a class, skills of ICT and organization group learning in class, critical and creative thinking on teaching and learning); Assessment (ability of assessment students learning process and reflecting the teaching process); Classroom Management; Emotional; Communication, Social and Interpersonal; Cultural and Cross-cultural; Learning to Learn; and Professional Attitudes, Values, and Ethical Competences. 2. The pre-service teacher training programs at Southwest University and Zhejiang Normal University in China are characterized by the development of six core competences through coursework, practical experiences, and professional development activities. These core competences are: Teachers Professional Knowledge, Pedagogical, Classroom Management, Emotional, Interpersonal, and Professional Attitude, Values and Ethical Competences. 3. Factors that had a significant impact on the pre-service teacher competences include the number of years in pre-service teacher training, as well as student-teaching practice, motivation, and professional identity. Other factors, such as gender, family economic circumstances, and academic major did not significantly affect the overall level of pre-service teacher competences. 4. We found significant differences in the levels of the pre-service teacher competences across the four years of teacher training. Especially in the third and fourth years (the last two years of study), the pre-service teachers’ overall competence levels increased through participation in student-teaching practice (teaching and participating in school activities such as pupils´ learning counseling and games during lectures). In particular, 4 core competences –Emotional, Interpersonal, Learning to learn, and Professional Attitudes, Values and Ethical Competences– were impacted by teacher training coursework and activities. In addition, following the last two years of teacher training, three core teacher competencies which showed improvement were Teachers Professional Knowledge, Pedagogical, and Classroom Management Competences.

References

Brussels. (2007). “Improving the Quality of Teacher Education”, Office for Official Publications of the European Communities. Retrieved May 15, 2013, from European Commission.http://www.atee1.org/uploads/EUpolicies/improving_the_quality_of_teacher_education_aug2007.pdf Caena. F. (2011a), Teachers´ core competences: requirement and development. The European Commission. Retrieved March 22, 2013, from http://ec.europa.eu/education/policy/strategic-framework/doc/teacher-competences_en.pdf Conway, Murphy, Rath, Hall, (2009) Learning to teach and its implication for the continuum of Teacher Education: a nine-country cross-national study, Teaching Council, Irelan. European Commission. (2005). Common European Principles for teacher Competences and Qualifications. Retrieved March 22, 2013, from http://www.see-educoop.net/education_in/pdf/01-en_principles_en.pdf European Commission. (2007a). Indicators on Inclusive Education and Classroom European Commission. (2007b). The Key Competences for Lifelong Learning. Retrieved June 26, 2013, from http://www.britishcouncil.org/sites/britishcouncil.uk2/files/youth-in-action-keycomp-en.pdf European Commission. (2008). The European Qualifications Framework for Lifelong Learning (EQF). Luxembourg: Office for Official Publications of the European Communities. Retrieved July 10, 2013, from http://ec.europa.eu/ploteus/sites/eac-eqf/files/leaflet_en.pdf European Commission (2011a), Policy approaches supporting the acquisition and continuous development of teacher competences. Retrieved May 07, 2013, from http://ec.europa.eu/education/policy/strategic-framework/doc/supporting-teacher-development_en.pdf European Commission. (2011b). Common European Principles for Teacher competences and qualifications, Published April of 2011. Retrieved January 26, 2014, from https://ec.europa.eu/education/policy/strategic-framework/doc/teacher-competences_en.pdf Jing Lu. (2013). Evidence-based Research on Equity of Basic Education in Shanghai, Educational Research, No. 2, 21-32. MEPRC, (2010) “National long-term Education Reform and Development Plan (2010-2020)”. Retrieved May 20,2014, from http://www.moe.gov.cn/publicfiles/business/htmlfiles/moe/A01_zcwj/201008/xxgk_93785.html MEPRC. (2011). Chinese Ministry of Education and relevant ministries jointly issued six documents to enhance the construction of teachers. Retrieved May 20, 2014, fromhttp://www.teacheredu.cn/jyzc/news/20121214/641.html MEPRC, (2013) "Interim Measures Teachers qualification examination" and "qualified school teachers regularly registered Interim Measures" notice. Retrieved July 15, 2014, fromhttp://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s7151/201309/156643.html OECD (2009). Creating Effective Teaching and Learning Environments, First Results from TALIS – ISBN 978-92-64-05605-3, Retrieved on 27 of January, 2015 from http://www.oecd.org/education/school/43023606.pdf OECD (2014b), Talis 2013 Results: an international Perspective on Teaching and learning, OECD Publishing. Retrieved on 27 of April, 2014 from http://dx.doi.org/10.1787/9789264196261-enDeakin Xu Jianping, Zhang houcan(2006). Primary and secondary school teacher competency model: a behavioral event interview study, Educational research, No.1, 57-61.

Author Information

Shujing Ding (presenting / submitting)

Universidad Autónoma de Barcelona

Department of Systematic and Social Pedagogy

Barcelona

Yule Jin (presenting)

Southwest university

Faculty of education

Chongqing

Shengquan Luo

SOUTHWEST UNIVERSITY

FACULTY OF EDUCATION

Chongqing

Andrew Morozov

New York State Education Department, USA

Zhichao Li

Zhejiang Normal University, China

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