Professional Competence, Teaching Pedagogy, and Assessment Practices: Basis for Enhanced Faculty Development Plan

Abstract

This study investigates the interplay between professional competence, teaching pedagogy, assessment practices, and faculty development plans in Chinese universities. Employing descriptive quantitative research, data was collected using a questionnaire with a high Cronbach’s alpha score (>0.900). The study involved 405 college teachers from three universities in Anhui Province, China. Results indicate that a strong foundation of professional competence, effective teaching pedagogy, and appropriate assessment practices significantly contribute to faculty development. Respondents reported employing diverse teaching strategies and assessment practices, resulting in positive teaching outcomes and professional growth. The findings provide valuable insights for administrators and educators to enhance faculty development in Chinese universities. Future research should explore additional challenges and considerations to further advance faculty development efforts.