THE CONSTRUCTION OF TEACHING COMPETENCE DEVELOPMENT MODEL FOR YOUNG TEACHERS AT GUIZHOU QIANNAN UNIVERSITY OF SCIENCE AND TECHNOLOGY, CHINA
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Against the backdrop of China’s higher education pursuing connotative and high-quality development, young teachers have become a key force for talent cultivation in private applied universities. Existing studies mostly focus on teachers’ explicit teaching skills but neglect implicit elements like values, attitudes and personal traits. Targeting Guizhou Qiannan University of Science and Technology, a representative private university in southwest China, this study explores the current situation, influencing factors and formation mechanism of young teachers’ teaching competence. Grounded in competency theory and the iceberg model, this research adopts a mixed-methods design, with questionnaire surveys of 246 valid samples from full-time young teachers aged 35 and below, and semi-structured interviews with 10 administrators, teachers and students. Data analysis reveals that the overall teaching competence of young teachers is at a high level, with uneven development across five dimensions: values (M=4.107) rank the highest, followed by knowledge (M=4.005), attitude (M=3.908), skills (M=3.802), and traits (M=3.743) score the lowest. Exploratory factor analysis confirms the five-dimensional structure with 67.174% cumulative variance explanation, and group difference analysis shows that teaching experience, professional title and educational background are significant influencing factors. This study further constructs and verifies the hierarchical TVASK model (Traits–Values–Attitudes–Skills–Knowledge) and clarifies its internal action mechanism.
The findings compensate for the deficiencies of previous skill-oriented research and enrich the localized application of competency theory in Chinese private higher education. Targeted optimization strategies are proposed from institutional, individual and classroom perspectives, providing practical references for teacher professional development in private applied universities.
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