Key Competencies of Teachers’ Professional Development in China

Jing Lin1, Chun-Yen Chang2, Xiufeng Liu3
 
1Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
86-10-58800750 and 86-10-58800158 and E-mail: linjing@bnu.edu.cn
2Science Education Center, National Taiwan Normal University, Taiwan
3Department of Learning and Instruction, University at Buffalo, State University of New York, USA
 
Abstract: 
Through case studies and Rasch analysis, this study puts forward 12 indicators of key competencies of Chinese teachers’ professional development. There are four indicators about key competencies of teachers’ professional ethics: ideals, dedication, diligence and grit. There are also four about professional teaching: nature of discipline, nature of leaning, traditional culture, information and technology. The last four are related to professional learning, i.e., professional autonomy, reflective inquiry, cooperation and innovation, humanistic literacy. Requirements for key competencies are defined in the context of daily instructions, and are categorized into three different levels. These competencies can guide teachers to pursue school-based professional development and lifelong learning, so as to improve the justice, equity, and opportunity of education for all students.
 
Keywords: 

professional competencies of teachers, professional ethics, professional teaching, professional learning

pages: 

59-68

DOI: 

https://doi.org/10.35745/ecei2018v1.014

Year: 

2018

Published in: 

Eurasian Conference on Educational Innovation 2018

Full paper download: 
PDF icon 59-68.pdf