Key Competencies and Characteristics for Innovative Teaching among Secondary School Teachers: A Mixed-Methods Research

Autor/inn/en	Zhu, Chang; Wang, Di
Titel	Key Competencies and Characteristics for Innovative Teaching among Secondary School Teachers: A Mixed-Methods Research
Quelle	In: Asia Pacific Education Review, 15 (2014) 2, S.299-311 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-014-9329-6
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Competencies; Educational Innovation; Teaching Methods; Teacher Attitudes; Mixed Methods Research; Interviews; Measures (Individuals); Validity; Competency Based Teacher Education; Teacher Surveys; China + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Interviewing; Interviewtechnik; Messdaten; Gültigkeit
Abstract	This research aims to understand the key competencies and characteristics for innovative teaching as perceived by Chinese secondary teachers. A mixed-methods research was used to investigate secondary teachers' views. First, a qualitative study was conducted with interviews of teachers to understand the perceived key competencies and characteristics for innovative teaching among Chinese secondary teachers. Seventeen characteristics were identified underlying four key competencies that were perceived critical for innovative teaching. Secondly, an instrument was developed in order to validate the identified key competencies and characteristics and to measure teachers' perceived importance of the key competencies and characteristics for innovative teaching. A total of 325 secondary teachers participated in the survey. The results show that the four-factor model of key competencies for innovative teaching was validated and the importance level of the perceived characteristics was also identified. This research has theoretical and practical significance with regard to the development of competence-based teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10