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 © 2012 Published by Elsevier Ltd.
| Original language | English |
|---|---|
| Pages (from-to) | 936-947 |
| Journal | Teaching and Teacher Education |
| Volume | 28 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - Oct 2012 |
Citation
Chen, J., Brown, G. T. L., Hattie, J. A. C., & Millward, P. (2012). Teachers' conceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education, 28(7), 936-947. doi: 10.1016/j.tate.2012.04.006Keywords
- Structural equation modeling
- Chinese middle school
- Excellent teaching
- Teacher thinking