International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 7
Available Online: 15 June 2024
Author/s:
Li, Yangfan
Graduate School, Lyceum of the Philippines University – Batangas (77255961@qq.com)
Abstract:
The purpose of this study was to evaluate the teaching knowledge structure and professional development of Chinese primary school art teachers. Through literature review and survey research methods, this paper analyzed the teaching knowledge structure of primary school art teachers and explored the professional development challenges they face. Specifically, this study attempted to describe the profile of the respondents, including gender, age, education level, and tenure. The results showed that the majority of teachers were female, aged 36-45, with 11-20 years of teaching experience, and most of them have a bachelor’s degree. The respondents’ evaluation of teaching knowledge structure and professional development was generally positive. In terms of subject vision, subject knowledge, teaching methods, integration of technical subject knowledge, comprehensive technical teaching knowledge and professional development of primary school teachers, most of the indicators were satisfactory. This study provided an in-depth understanding and specific suggestions for the teaching knowledge structure and professional development of primary school art teachers, which is helpful to improve the quality of primary school art education and promote the professional growth of teachers. In this study, a descriptive method was used to select 385 teachers from more than 900 primary art teachers and teaching backbone in Nanning, Guangxi, China. Through questionnaire survey and literature analysis, data were collected and statistical analysis was carried out to understand the teaching knowledge structure and professional development of teachers. The survey subjects were primary school art teachers in Nanning, Guangxi, China, with a total of 385 teachers, including gender, age, education level and tenure. The results showed that the teaching knowledge structure of primary school art teachers mainly included art teaching theory, teaching method, curriculum design, student evaluation and so on. In terms of professional development, teachers generally believed that it was necessary to further improve the theoretical level of fine arts education, strengthen the ability of teaching practice, expand teaching resources and the ability to use information technology. According to the survey results, it was suggested to strengthen art education theory training, improve teaching practice ability, expand teaching resources, and strengthen professional development support in the application of information technology. At the same time, it was suggested to provide more teaching guidance and resource support in the aspects of curriculum design and student evaluation to improve the quality of art education in primary schools. This study provides in-depth understanding and specific suggestions for the teaching knowledge structure and professional development of primary school art teachers, which is helpful to improve the quality of primary school art education and promote the professional growth of teachers.
Keywords: teaching knowledge structure, professional development, primary school art teachers
DOI: https://doi.org/10.5861/ijrse.2024.24636
Cite this article:
Li, Y. (2024). Teaching knowledge structure and professional development of primary school art teachers in China. International Journal of Research Studies in Education, 13(7), 93-103. https://doi.org/10.5861/ijrse.2024.24636