MEASURING CHINESE RURAL SCIENCE TEACHERS’ SELF-PERCEPTION TOWARDS TEACHING COMPETENCIES: INSTRUMENT DEVELOPMENT

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Baltic Science Education Pub Date : 2022-12-10 DOI:10.33225/jbse/22.21.1026

Mengmeng Li, L. Cai, Dimei Chen, Jianqiang Ye

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引用次数: 2

Abstract

The teaching competency of rural teachers is fundamental to providing rural pupils with a high-quality education. Nonetheless, China has not yet established standardized competence criteria for rural science teachers, making it difficult to ascertain the actual competence of the rural teaching force on the front lines. Consequently, this study aimed at accessing Chinese rural science teachers’ teaching competency and exploring rural-urban differences by developing a measurement instrument. Factor analyses confirmed the reliability and validity of this instrument, which consisted of 21 items and four dimensions. In addition, the questionnaire was employed to examine 393 science teachers in China, discovering the significant rural-urban differences in terms of teaching implementation and learning evaluation together with teacher distribution. This study was hoped to promote the building of the teaching competency system and provide references for rural science teachers’ professional development. Keywords: rural teacher, teaching competency, science teacher, factor analysis

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中国农村科学教师教学能力自我感知的测量:工具开发

农村教师的教学能力是为农村学生提供高质量教育的基础。尽管如此，中国还没有为农村科学教师建立标准化的能力标准，这使得很难确定前线农村教师队伍的实际能力。因此，本研究旨在通过开发一种测量工具来获取中国农村科学教师的教学能力，并探索城乡差异。因子分析证实了该工具的可靠性和有效性，该工具由21个项目和4个维度组成。此外，本问卷还对中国393名科学教师进行了调查，发现了在教学实施、学习评价以及教师分布方面存在显著的城乡差异。本研究旨在促进农村科学教师教学能力体系的构建，为农村科学教师的专业发展提供参考。关键词：乡村教师、教学能力、科学教师、因素分析

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来源期刊

Journal of Baltic Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

8.30%

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