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

Research output: Contribution to journalArticle

26 Citations (Scopus)

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 languageEnglish
Pages (from-to)936–947
JournalTeaching and Teacher Education
Volume28
Issue number7
DOIs
Publication statusPublished - 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.

Keywords

  • Structural equation modeling
  • Chinese middle school
  • Excellent teaching
  • Teacher thinking

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