A survey on the professional competency of high school english teachers in Shangrao City in the new curriculum reform
List of Authors
  • Hanipah Hussin , Zhou Jiawei

Keyword
  • Teachers’ Professional Competency; New Curriculum Reform; High School English Teachers

Abstract
  • With the deepening of the new curriculum reform, improving teachers' professional competency has become the key to strengthening teachers' professional development． In order to analyse the current situation of English teachers' professional competency in the context of the new curriculum reform, this study took 135 high school English teachers in four counties of Shangrao City as the objects of research, and investigated the three dimensions of teachers' knowledge, teachers' competence and teachers' beliefs. The results show that the overall level of professional competency of high school English teachers in Shangrao City is high, with higher average scores in the dimensions of teachers’ knowledge and teachers’ competence than in the dimension of teachers’ beliefs, and lower scores in the dimensions of general curricular knowledge, teachers’ monitoring competence, and beliefs in the new curriculum reform. In view of this, we should focus on teachers' knowledge about the trend of the new curriculum reform and its specific implementation, and enhance their understanding and recognition of the policies related to the new curriculum reform through independent learning, educational training, and co-operative cultivation. We should also pay attention to teachers’ monitoring competency, and improve their comprehensive quality evaluation ability by establishing a scientific evaluation concept.

Reference
  • 1. Huang Youchu. (2019). Teachers’ Professional Quality: Connotation, Composition and Improving Path. Education Science (03), 27-34.
    2. Peng Wenhaobo. (2019). Challenges and Countermeasures for Teachers' Professional Development in the Context of the New Curriculum Reform. Teaching & Administration (27), 56-59.
    3. Hu Dexin. (2021). On the Value Implications, Institutional Dilemmas and Future Progress of the New Curriculum Reform. Educational Science Research (04),18-23.
    4. Zuo Haode. (2017). Conceptual Construction and Measurement of Teachers' Professional Competency. Journal of Capital Normal University (04), 173-180.
    5. Ye Lan. On Teachers’ Professional Attainment for the New Century (1998). Educational Research and Experiment (01), 41-46+72.
    6. Fang Qinhua. (2012). Constructing a Framework Primarily for Describing High School English Teachers’Professional Literacy. Journal of English Education (03), 79-82.
    7. Zhu Limin. (2019). The Construction of Index System for Measuring Teachers' Professional Competency in China. Educational Science Research (12), 80-87.
    8. Ding Rui. (2014). Comparison of In-service Primary English Teachers’Knowledge between Expert Teachers and Ordinary Teachers in China. Teacher Education Research (06), 47-53.
    9. Jin Meiyue. (2009). English Teachers’ Beliefs: A Synthesis of the Research. Journal of English Education (01), 25-30.
    10. Zhang Qiaoping. (2009). Comprehensive Analysis of Beliefs about English Teachers in China. Journal of English Education (06), 16-22.
    11. Tu Liyu. (2016). The Case Study of the Structure and Characteristics of the English Teachers’ Beliefs. Journal of English Education (03), 25-31.
    12. Zhang Tingyan. (2015). Rethinking about the Humanity in English Education. Curriculum,Teaching Material and Method (06), 68-72.
    13. Cao Xuan. (2021). The Mediating Role of Academic Self-Efficacy. Journal of Southwest University (08), 138-142.
    14. Wu Baosuo. (2020). On Construction of Teacher-Student Community and Developmentof Undergraduates Competences in Context of the New Educational Reform. Journal of Southwest University (12), 154-161.
    15. Pei Changgen (2022). The Influence of English Classroom Instruction Quality on English Achievement. Journal of Southwest University (04), 20-26.