Abstract:

Clarifying the implications of “China in the New Era” for the construction of the teacher competence model, clarifying the concept of teacher competence, and selecting the path and method of teacher competence analysis are the prerequisites for constructing the teacher literacy model in the new era. The implications of “New Era” for the construction of the teacher competence model are not only to add some new elements, but also to change the competence structure oriented to transform competence; the meaning of “China” for the teacher competence model can be understood from three aspects: solving China’s problems, matching Chinese discourse and forming Chinese features. The concept of “comprehensive/holistic literacy” is more in line with the professional context of teachers, and is different from concepts such as quality, ability, and competence. To construct the teacher literacy model, it is necessary to organically combine and comprehensively apply the three paths based on research/theory, practice, and expert knowledge, and adhere to three principles: first, it should be based on research results and pay attention to gathering the consensus of relevant parties; second, it should strike a balance between future and reality; third, it should take into account effectiveness and economy.

Key words: teacher professional standards, teacher competence, competence model, model construction, new era