Abstract
Chinese primary school teachers' teaching competency encompasses a range of components, including the values, abilities, and information needed to advance their teaching in the classroom. However, there is currently a dearth of study in this area, particularly with regard to educational digitalization, which presents Chinese primary school teachers with new demands and difficulties. In order to address this research gap, 179 Chinese primary school teachers in China were surveyed for this study. Scales were used to collect quantitative data, and interviews were used to gather qualitative data for in-depth analysis. The findings show that Chinese primary school teachers have an upper-middle level of overall teaching competency. Notably, professional knowledge in the digital context and the characteristics of digital learning and innovation showed lower ratings. The five categories of professional knowledge, teaching skills, digital learning and innovation, professional character, and personal attributes also showed notable disparities between groups of Chinese primary school teachers.
Published Version
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