International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
line decor
  
line decor

 Volume 11, Issue 10 (October 2024), Pages: 61-75

----------------------------------------------

 Original Research Paper

Evaluating the teaching ability of double-qualified teachers in Chinese vocational education: A questionnaire validation study

 Author(s): 

 Shujuan Xu *, Eng Tek Ong

 Affiliation(s):

 Department of Education, UCSI University, Kuala Lumpur, Malaysia

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0009-0001-3494-5163

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.10.007

 Abstract

The Chinese government actively promotes the high-quality development of modern vocational education, placing higher demands on the professionalism and practical skills of "Double-Qualified" Teachers (DQTs) in higher vocational colleges. This initiative encourages teachers to innovate their teaching methods and supports educational reform. As a result, effectively measuring and evaluating the teaching abilities of DQTs in higher vocational colleges has become a significant research focus. This study aims to develop and validate a questionnaire to assess the teaching abilities of DQTs in higher vocational colleges based on the vocational education DQTs' teaching ability evaluation index system and the TPACK framework. The study involved surveying 454 DQTs from eight higher vocational colleges in China using a questionnaire, with data analysis conducted through SPSS 27.0 and Amos 26.0 software. The results indicate that the questionnaire demonstrates high reliability and validity. Among the ten measurement models tested, the six-factor model shows the best fit. This study offers new perspectives and tools for understanding and evaluating the integration of technology into DQTs' subject matter knowledge, with important implications for the training and assessment of DQTs. It also provides insights and recommendations for higher vocational college administrators and DQTs.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Vocational education, Double-qualified teachers, Teaching ability, Questionnaire validation, Technology integration

 Article history

 Received 6 May 2024, Received in revised form 29 August 2024, Accepted 29 September 2024

 Acknowledgment

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations

All participants provided informed consent before participating in this study. The data collected was anonymized and used solely for research purposes. Confidentiality and privacy were maintained throughout, with data access restricted to the research team.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Xu S and Ong ET (2024). Evaluating the teaching ability of double-qualified teachers in Chinese vocational education: A questionnaire validation study. International Journal of Advanced and Applied Sciences, 11(10): 61-75

 Permanent Link to this page

 Figures

 Fig. 1 Fig. 2 Fig. 3 Fig. 4

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8

----------------------------------------------   

 References (40)

  1. Alsubaie MA (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9): 106-107.   [Google Scholar]
  2. Asparouhov T and Muthén B (2009). Exploratory structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3): 397-438. https://doi.org/10.1080/10705510903008204   [Google Scholar]
  3. Bagozzi RP and Yi Y (2012). Specification, evaluation, and interpretation of structural equation models. Journal of the Academy of Marketing Science, 40: 8-34. https://doi.org/10.1007/s11747-011-0278-x   [Google Scholar]
  4. Bland JM and Altman DG (1997). Statistics notes: Cronbach's alpha. BMJ, 314(7080): 572. https://doi.org/10.1136/bmj.314.7080.572   [Google Scholar] PMid:9055718 PMCid:PMC2126061
  5. Cai Y, Li Y, and Tang R (2023). Development of a theoretical construct for teacher expertise in the Chinese context and identification of its components: A mixed-methods study. Frontiers in Psychology, 14: 1121109. https://doi.org/10.3389/fpsyg.2023.1121109   [Google Scholar] PMid:36844315 PMCid:PMC9950549
  6. Comrey AL and Lee HB (2013). A first course in factor analysis. Psychology Press, London, UK. https://doi.org/10.4324/9781315827506   [Google Scholar]
  7. Diep PC and Hartmann M (2016). Green skills in vocational teacher education–A model of pedagogical competence for a world of sustainable development. TVET@ Asia, 6: 1-19.   [Google Scholar]
  8. Fernández MP and Martínez JF (2022). Evaluating teacher performance and teaching effectiveness: Conceptual and methodological considerations. In: Manzi J, Sun Y, and García MR (Eds.), Teacher evaluation around the world: Experiences, dilemmas and future challenges: 39-70. Springer International Publishing, Cham, Switzerland. https://doi.org/10.1007/978-3-031-13639-9_3   [Google Scholar]
  9. Ghasemi A and Zahediasl S (2012). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2): 486-489. https://doi.org/10.5812/ijem.3505   [Google Scholar] PMid:23843808 PMCid:PMC3693611
  10. GOSC (2021). General office of the CPC central committee general office of the state council issues opinions on promoting the high-quality development of modern vocational education. General Office of the State Council, Beijing, China.   [Google Scholar]
  11. Graham CR (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(3): 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010   [Google Scholar]
  12. Hair JF (2009). Multivariate data analysis. Pearson, London, UK.   [Google Scholar]
  13. Hair JF, Black WC, Babin BJ, and Anderson RE (2010). Multivariate data analysis. 7th Edition, Pearson Education, London, UK.   [Google Scholar]
  14. Han X, Diao J, and Yang J (2021). Competency for vocational teachers in the digital age: Concept, components, and framework. Journal of Teacher Education, 8(2): 23-32.   [Google Scholar]
  15. Hu L and Bentler PM (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1): 1-55. https://doi.org/10.1080/10705519909540118   [Google Scholar]
  16. Ismail A, Hassan R, Bakar AA, Hussin H, Hanafiah MAM, and Asary LH (2018). The development of TVET educator competencies for quality educator. Journal of Technical Education and Training, 10(2): 38-48. https://doi.org/10.30880/jtet.2018.10.02.004   [Google Scholar]
  17. Kali Y, Sagy O, Benichou M, Atias O, and Levin‐Peled R (2019). Teaching expertise reconsidered: The technology, pedagogy, content and space (TPeCS) knowledge framework. British Journal of Educational Technology, 50(5): 2162-2177. https://doi.org/10.1111/bjet.12847   [Google Scholar]
  18. Kane TJ, Taylor ES, Tyler JH, and Wooten AL (2011). Evaluating teacher effectiveness: Can classroom observations identify practices that raise achievement? Education Next, 11(3): 54-61.   [Google Scholar]
  19. Kline RB (2015). The mediation myth. Basic and Applied Social Psychology, 37(4): 202-213. https://doi.org/10.1080/01973533.2015.1049349   [Google Scholar]
  20. Kline RB (2023). Principles and practice of structural equation modelling. Guilford Publications, New York, USA.   [Google Scholar]
  21. Koehler MJ and Mishra P (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2): 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV   [Google Scholar]
  22. Lavonen J (2016). Educating professional teachers through the master’s level teacher education programme in Finland. Bordón: Revista de Pedagogía, 68(2): 51-68. https://doi.org/10.13042/Bordon.2016.68204   [Google Scholar]
  23. Li L (2024). Construction of the evaluation index system for the teaching competence of 'double-qualified' teachers in new era higher vocational colleges. In the Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, Wuhan, China. https://doi.org/10.4108/eai.29-3-2024.2347650   [Google Scholar]
  24. Liu L, Zhang Y, and Li M (2021). An empirical study on teachers’ informationized teaching ability in higher vocational colleges. In the Data Science: 7th International Conference of Pioneering Computer Scientists, Engineers and Educators, Springer Singapore, Singapore, Taiyuan, China: 419-433. https://doi.org/10.1007/978-981-16-5943-0_34   [Google Scholar]
  25. Liu L, Zhang Y, Zhang P, and Sun W (2020). Reflections and countermeasures on the development of secondary vocational teachers’ teaching ability based on AI and students’ characteristics. In the International Conference on Artificial Intelligence and Education, IEEE, Tianjin, China: 67-70. https://doi.org/10.1109/ICAIE50891.2020.00023   [Google Scholar]
  26. Marco-Bujosa LM, McNeill KL, González-Howard M, and Loper S (2017). An exploration of teacher learning from an educative reform-oriented science curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching, 54(2): 141-168. https://doi.org/10.1002/tea.21340   [Google Scholar]
  27. MOE (2016). Guidance of the Ministry of Education on deepening the reform of the assessment and evaluation system of university teachers. Government Portal of the Ministry of Education of the People's Republic of China, Beijing, China. 
  28. MOE (2018). Opinions of the CPC central committee and the state council on comprehensively deepening the reform of teacher team construction in the new era. Government Portal of the Ministry of Education of the People's Republic of China Beijing, China.   
  29. MOE (2019a). Notice of the Ministry of Education and other four departments on issuing the implementation plan for deepening the reform of “double-qualified” teacher team construction in vocational education in the new era. Government Portal of the Ministry of Education of the People's Republic of China, Beijing, China.  
  30. MOE (2019b). Notice of the state council on the issuance of the national implementation plan for vocational education reform. Central People's Government of the People's Republic of China, Beijing, China.  
  31. MOE (2020). Notice of the Ministry of Education on releasing the specification of digital campus for vocational institutions. Government Portal of the Ministry of Education of the People's Republic of China, Beijing, China. 
  32. MOE (2022a). Notice of the general office of the Ministry of Education on the identification of "double-qualified" teachers in vocational education. General Office of the Ministry of Education, Beijing, China. 
  33. MOE (2022b). Opinions on deepening the reform of the construction of a modern vocational education system issued by the General Office of the CPC Central Committee and the General Office of the State Council. Central People's Government of the People's Republic of China, Beijing, China. 
  34. Phillips M, Kovanović V, Mitchell I, and Gašević D (2019). The influence of discipline on teachers’ knowledge and decision making. In the International Conference on Quantitative Ethnography, Springer International Publishing, Cham, Switzerland: 177-188. https://doi.org/10.1007/978-3-030-33232-7_15   [Google Scholar]
  35. Ribeiro MA, Pinto P, Silva JA, and Woosnam KM (2017). Residents’ attitudes and the adoption of pro-tourism behaviours: The case of developing island countries. Tourism Management, 61: 523-537. https://doi.org/10.1016/j.tourman.2017.03.004   [Google Scholar]
  36. Rofiq Z, Surono S, Triyono MB, and Purwoko BSH (2019). Developing the standard competencies for vocational teacher candidates of mechanical engineering. Journal of Physics: Conference Series, 1273(1): 12-32. https://doi.org/10.1088/1742-6596/1273/1/012032   [Google Scholar]
  37. Sural S and Dedebali NC (2018). A study of curriculum literacy and information literacy levels of teacher candidates in department of social sciences education. European Journal of Educational Research, 7(2): 303-317. https://doi.org/10.12973/eu-jer.7.2.303   [Google Scholar]
  38. Tavakol M and Dennick R (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2: 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd   [Google Scholar] PMid:28029643 PMCid:PMC4205511
  39. You RH, Zhao DL, Jiang SB, and Liu JD (2017). Examining the psychometric properties of behavioral regulation in sport questionnaire among Chinese collegiate athletes. Chinese Journal of Sports Medicine, 36(11): 984-991.   [Google Scholar]
  40. Zhang YY and Wang YX (2019). Mining classroom observation data for understanding teachers’ technological pedagogical content knowledge structure. Management Science and Engineering, 13(1): 27-37.   [Google Scholar]