A meta-analysis on EFL secondary teachers’ professional competences in China
Many researches about secondary English as a Foreign Language (EFL) teacher professional competences (TPCs) of senior high schools have been conducted through investigating teachers in some regions in China, which only reflect the status and development needs of local teachers. However, the relevant...
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| 主要な著者: | , |
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| フォーマット: | 論文 |
| 言語: | English |
| 出版事項: |
Innovare Academics Sciences Pvt. Ltd
2020
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| 主題: | |
| オンライン･アクセス: | http://eprints.utm.my/id/eprint/90012/1/AhmadJohariSihes2020_AMeta-AnalysisonEFLSecondaryTeachers%E2%80%99Professional.pdf http://eprints.utm.my/id/eprint/90012/ http://dx.doi.org/10.31838/jcr.07.06.45 |
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| 要約: | Many researches about secondary English as a Foreign Language (EFL) teacher professional competences (TPCs) of senior high schools have been conducted through investigating teachers in some regions in China, which only reflect the status and development needs of local teachers. However, the relevant research conducted nationally was limited. Therefore, this study aims at exploring the status and needs of EFL secondary TPCs of senior high schools in China by using bibliometric method and content analysis of the meta-analysis. A review of relevant literature published between 2015 and 2019 was used to analyze the strengths and weaknesses of professional competences, causes and approaches discussed in the literature. Based on 25 studies, the results revealed that teachers have a medium level of pedagogical competence (PC). They are skilled in information and communication technology competence (ICTC) but scientific research competence (SRC) is very low. Curriculum competence (CC), reflective competence (RC) and assessment competence (AC) are low. Awareness of self-development and efficient in-service training are the key factors for improving professional competences. |
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