Teachers' conceptions of excellent teaching and its relationships to self-reported teaching practices |
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| Authors: | Junjun Chen Gavin TL Brown John AC Hattie Pam Millward |
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| Institution: | 1. Department of Education Policy and Leadership, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, NT, Hong Kong SAR;2. University of Auckland, New Zealand;3. University of Melbourne, Australia |
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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. |
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| Keywords: | Teacher thinking Excellent teaching Chinese middle school Structural equation modeling |
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