The Indicator Development of Professional Competence Assessment of Dance Teachers in Chongqing’s Universities, China
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Abstract
Background and Aims: Dance education in China plays a vital role in nurturing professionals and preserving cultural heritage through artistic expression. Chongqing stands out as a key center for dance education with rich resources and innovation. However, globalization and technological advancements present both significant challenges and opportunities for local dance teachers. The objectives of this research were: (1) to investigate the actual status of dance teachers in universities in Chongqing, China, and (2) to develop indicators for assessing the professional competence of dance teachers in these universities.
Materials and Methods: The research was conducted in two phases. The first phase involved examining the current professional competence of dance teachers in universities in Chongqing. Various methods were employed, including literature reviews, questionnaire surveys, in-depth interviews, and classroom observations. The second phase focused on developing an evaluation index system for the professional capabilities of dance teachers in Chongqing universities. Following the principles of systematicity, scientific rigor, specificity, developmental orientation, and practicality, the study employed grounded theory, the Delphi method, factor analysis, and the analytic hierarchy process to construct the evaluation system. It also determined the weight of each indicator level and established the scoring methods.
Results: The research findings revealed the following: 1. The structure of dance teacher teams in Chongqing universities varied by university type. Comprehensive and vocational colleges accounted for a larger proportion and had a majority of young teachers. Significant differences existed in educational backgrounds among teachers from different university types. In terms of professional capabilities, while teachers possessed strong traditional teaching skills, they faced challenges in innovative teaching, research ability, and professional identity. Furthermore, the performance of teachers varied across different types of institutions.
2. By constructing an evaluation index system comprising six first-level indicators, 14 second-level indicators, and 36 third-level indicators, the study clarified the importance of each dimension in evaluating teachers' professional capabilities, with the highest weight given to teaching and educational skills. It also developed a percentage-based scoring method and detailed scoring guidelines, dividing the evaluation into five levels. This provided an effective tool for universities to scientifically assess the professional capabilities of dance teachers, thereby supporting the advancement of dance education and faculty development in Chongqing universities.
Conclusion: This research focuses on developing indicators to assess the professional competence of dance teachers in universities in Chongqing, China. The study had two main objectives. First, it aimed to explore the current status of dance teachers in these institutions. Second, it sought to create a set of assessment indicators tailored to their professional capabilities. The findings serve to improve evaluation and development in dance education.
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