ERIC Number: EJ1021454
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
High-Stakes Examination Preparation that Controls Teaching: Chinese Prospective Teachers' Conceptions of Excellent Teaching and Assessment
Chen, Junjun; Brown, Gavin T. L.
Journal of Education for Teaching: International Research and Pedagogy, v39 n5 p541-556 2013
How prospective teachers conceive of teaching excellence and assessment purposes probably influences how teaching and assessment practices are implemented in the future. This study evaluated, in four "normal universities" in the People's Republic of China, 765 prospective teachers' responses to two self-report instruments regarding the nature of excellent teaching and the purpose of assessment. Both questionnaires had previously been developed in Mandarin Chinese and validated with large samples of practicing teachers in China. The original models could not be recovered and with exploratory and confirmatory factor analysis alternative models were found. Excellent teaching was conceived as four inter-correlated factors (i.e. Professional, Model, Examination and Life-long), as also were the purposes of assessment (i.e. Diagnose and Formative, Irrelevant, Control and Life Character). Structural equation modelling showed that the strongest relationship between teaching excellence and assessment began with the examination factor which positively predicted assessment as Irrelevant and for Life Character development and negatively the Diagnose and Formative purpose. Results are consistent with the high-stakes examination system of China and the status of prospective teachers who have only recently stopped being students.
Descriptors: Factor Analysis, High Stakes Tests, Foreign Countries, Preservice Teachers, Student Attitudes, Excellence in Education, Questionnaires, Mandarin Chinese, Prediction, Structural Equation Models, Teacher Effectiveness, Measurement Techniques, Teacher Attitudes, Student Evaluation, Teacher Evaluation, Validity, Item Analysis, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A