Abstract
This study surveyed Chinese middle school (n=951) teachers’ conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and four interactive, pedagogical dimensions of excellent teaching and four dimensions of teaching practice. The structural model indicated a high consistency rate (83%) between teachers’ conceptions of excellent teaching and the corresponding self-reported practices. Implications for teaching standards, teacher professional development, and examination system are discussed. Copyright © 2015 The Hong Kong Institute of Education.
| Original language | English |
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| Place of Publication | Hong Kong |
| Publisher | The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change, Hong Kong Institute of Education |
| Publication status | Published - 2015 |