Abstract:

Since the 21st century, clarifying the connotation of teacher literacy and constructing a corresponding framework or model has become a hot research topic in the field of teacher education. However, researches so far on teacher competence model mostly lack sufficient theoretical and practical basis to a large extent. This study conducts a large-scale survey to find out the views of teachers on the literacy required in the new era, and accordingly examines the “Competence Model for Chinese Teachers in the New Era” to validate its content and structure. The results show that: first, despite internal differences, teachers as a whole highly agree that teachers should have seven literacies: subject literacy, general literacy, learning support, holistic education, communication and cooperation, development and improvement, and teacher ethics; second, the framework of “two professional roles × four professional relationships” as the derivation logic of teacher literacy is reasonable and feasible; and in addition, the structured explanation of teacher literacy by the “New Era Chinese Teacher Literacy Model” is valid. This study enriches the theoretical research on teacher literacy and may provide a decision-making basis for the revision of teacher professional standards, the construction of the ranks of teachers, and the reform of the teacher education curriculum in China.

Key words: teacher, teacher literacy, teacher professional standards, literacy model, model verification