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A Conceptual Model of University Teachers’ Professionalism in China

Chenxi Min, Premkumar Rajagopal

Abstract


The purpose of the paper is two-fold: i) review literature on teacher professionalism, school climate, teacher profile, teacher identity, innovative teaching and perceived ease of use, and ii) propose a plausible conceptual model of teacher professionalism in China.

Keywords


Teacher Professionalism; Innovative Teaching; Perceived Ease of Use

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References


[1] Evetts, J., Introduction: Professional work in Europe: Concepts, theories, and methodologies. European Societies, 2008. 10(4): p. 525-544.

[2] Ye, L., A Primary Investigation on Teachers’ Professionalism in the New Century. Education Research and Experiment, 1998(1): p. 41-46.

[3] Prick, L., Satisfaction and stress among teachers. International Journal of Educational Research, 1989. 13(4): p. 367-377.

[4] Zhu, C., et al., What core competencies are related to teachers’ innovative teaching? Asia-Pacific Journal of Teacher Education, 2013. 41(1): p. 9-27.

[5] Locke, W., Shifting academic careers: implications for enhancing professionalism in teaching and supporting learning. 2014. Retrieved from: https://www.heacademy.ac.uk/system/files/resources/shifting_ academic_careers_FINAL.pdf

[6] Majid, M.K., et al., The Moderating Effect of Technology Acceptance Perspectives on the Formation of e-SQ and Service Satisfaction in Low Cost Carrier Airline. International Journal of Management Science and Business Administration, 2016. 2(2): p. 41-47.




DOI: https://doi.org/10.18282/le.v9i7.1454

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