Teachers’ conceptions of excellent teaching and its relationships to self-reported teaching practices

Junjun CHEN, Gavin Thomas Lumsden BROWN, John A. C. HATTIE, Pam MILLWARD

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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 languageEnglish
Place of PublicationHong Kong
PublisherThe Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change, Hong Kong Institute of Education
Publication statusPublished - 2015

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planning of teaching
teaching practice
teacher
examination system
Teaching
structural model
factor analysis
examination

Bibliographical note

Chen, J., Brown, G. T. L., Hattie, J. A. C., & Millward, P. (2015). Teachers’ conceptions of excellent teaching and its relationships to self-reported teaching practices. Hong Kong: The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change, Hong Kong Institute of Education.