The Internal Structure and Influence Mechanism of Double Qualified-Teachers’ Quality and Competence

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2024-07-25 DOI:10.1177/00131245241261085

Qi Cheng, Liu Zhao, Weijun Li

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引用次数: 0

Abstract

The construction of a “double qualified-teacher” teacher team in higher education institutions is the key to improving the quality of talent cultivation, and the research on the structure and mechanism of double qualified-teacher quality and ability is of great value to the deepening of theory and practical application. This study empirically explores the connotation structure and influence mechanism of double qualified-teacher quality and competence by adopting the Modified Formal Delphi Method and Structural Equation Modeling. Through expert interviews and SPSS data analysis, a diamond model of the connotative structure of “double qualified-teacher” teacher quality and competence is proposed, including four dimensions of professional knowledge, professional ethics, teaching and practice ability, and educational philosophy, with 32 subdivided items. The structural equation modeling method was used to study the key factors affecting double qualified-teacher quality and competence formation. The principle of interaction between the factors and the results showed that the teacher’s “motivation to participate” as an intrinsic factor is important for the effectiveness of training methods and the improvement of double-qualified teacher quality and competence. The results show that teachers’ motivation to participate, as an intrinsic factor, has a significant positive effect on both “effectiveness of training methods” and “enhancement of double qualified-teacher competence,” while “effectiveness of training methods,” as an extrinsic factor, has a significant positive effect on “enhancement of double qualified-teacher competence.” From the perspective of explicit variables, improving the teachers’ teaching ability and the students’ progress have the greatest influence on the motivation to participate, and theory and practice training and professional competition have a more pronounced influence on the training effect.

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双师素质与能力的内部结构与影响机制

高等学校 "双师素质 "师资队伍建设是提高人才培养质量的关键，研究双师素质与能力的结构与机制对理论深化和实践应用具有重要价值。本研究采用修正的正式德尔菲法和结构方程模型，对双师素质与能力的内涵结构和影响机制进行了实证探索。通过专家访谈和 SPSS 数据分析，提出了 "双师素质 "教师素质与能力内涵结构的菱形模型，包括专业知识、职业道德、教学实践能力和教育理念四个维度，共 32 个细分项目。采用结构方程模型法研究影响 "双合格 "教师素质与能力形成的关键因素。各因素间的交互作用原理和结果表明，教师的 "参与动机 "作为内在因素对培训方法的有效性和双师素质与能力的提高具有重要作用。结果表明，教师的参与动机作为内在因素，对 "培训方法的有效性 "和 "双师素质能力的提升 "都有显著的正向影响，而 "培训方法的有效性 "作为外在因素，对 "双师素质能力的提升 "有显著的正向影响。从显性变量来看，教师教学能力的提高和学生的进步对参训动机的影响最大，理论与实践培训和专业竞赛对培训效果的影响更为明显。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.