High School Chemistry Teachers Competency Investigation And Reflection

With the improvement of social requirements for teachers'quality and professional development, teacher evaluation has been taken seriously. As one of the means to evaluate teachers, "teacher competency" has become a hot field of education research in recent years. "Teacher competency" could guide teachers'professional development, including teacher selection, teacher management, teacher training and education. There is great significance for the improvement of teacher quality and school competitiveness. As a key member of fundamental education, the research of chemistry teachers'competency is essential. Under the background of the new curriculum, basing on the "Iceberg Model" and foreign researcher of Hong, we constructed the competency model of chemistry teacher in middle school, and investigated 182 in-service chemistry teachers and 85 pre-service chemistry teachers about the level of competency, the results are as follows:Firstly, we construct the competency model of chemistry teacher, including five dimensions of "Mental capability", "Management ability", "Interpersonal skill", "Professional ability", "Personality traits" and fifty-one secondary-level dimensions.Secondly, the Cronbach's reliability coefficients on the self-assessment scales of chemistry teacher competency are:Actual Competency scale a=0.953, Required competency scale a= 0.976.Finally, the survey results are as follows:(1) Actual Competency:Among the five dimensions, the highest score of in-service chemistry teachers is interpersonal skills, while the lowest is professional ability; the influencing factors are gender and teaching grade. Among the five dimensions, the highest score of pre-service chemistry teachers is interpersonal skills, while the lowest is professional ability. According to the mean score, in-service teachers'Actual Competency is higher than pre-service teachers. The reason is that in-service teachers'practice experience is more than pre-service teachers.(2) Required Competency:Among the five dimensions, the highest score of in-service chemistry teachers is interpersonal skills, while the lowest is professional ability, the influencing factors is gender. Among the five dimensions, the highest score of pre-service chemistry teachers is interpersonal skills, while the lowest is professional ability. The influencing factor is gender. According to the mean score, in-service teachers'Required Competency is higher than pre-service teacher. The reason may be that in-service teachers are more eager to develop themselves to be an excellent teacher, while pre-service teachers dare not to expect a high level before indentifying themselves.(3) Competency disparity:Among the five dimensions, the highest score of in-service chemistry teachers is professional ability, while the lowest is interpersonal skills, there is not influencing factor. Among the five dimensions, the highest score of pre-service chemistry teachers is professional ability, while the lowest is interpersonal skills. The influencing factor is gender. According to the mean score, in-service teachers'competency disparity is letter than pre-service teacher. The reason may be that the Required Competency between them is nearly the same, but the Actual Competency of pre-service teachers is lower than in-service teachers, the result is keeping with the rule of teacher professional development.The innovative work includes:Firstly, we construct the competency model of chemistry teacher; secondly, we compile a high-quality scale on chemistry teacher competency.