Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory

Wang Qian; Limin Yan

doi:doi:10.11648/edu.20241301.14

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Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory

Wang Qian^*, Limin Yan

Published in Education Journal (Volume 13, Issue 1)

Received: 18 January 2024 Accepted: 31 January 2024 Published: 5 February 2024

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Abstract

It is of high theoretical and practical significance to improve the teaching quality of young teachers in local universities and to give consideration to the dual role of self and talent. Based on this, in order to improve the teaching literacy of young teachers, using a qualitative method based on grounded theory, this study has formulated a structural framework of capability for teachers by virtue of connotative discussion, data collection, and coding. The data were collected by ethnography, in-depth interviews and text analysis. The coding process included initial coding, focus coding and theoretical coding. Instructional Capability refers to synthesis of varying degrees of capability, which influences teaching effectiveness in education Students' comprehensive quality and understanding of their own professional progress. Concretely, Instructional capability is a spectrum of interaction among required knowledge, skills and Attributes, which are developed in acquisition and practices of effective instructions and related activities. Teachers, who are in infiltrated in 3D Environments including Material information, psychology and social relationship, interactive sustainability and repeat with multiple Elements to constantly developer and constructed individual in constructional capabilities. The structure framework is grounded in the instructional understanding and hands - on experience from teachers of local undergraduate Universities, with emphasis on operability as well. Particularly, it is described as the following: the first layer is three horizontal dimensions which personal basic characteristics, social practice effect, school teaching environment and teaching system of young teachers influence their teaching literacy with different action mechanisms. As a significant Presentation of teachers' inner structure, instructional capabilities can grow with the development of knowledge content, teaching skills and professional attributes, and it is an outcome of triadic synergy of the three. The second layer is seven primary competitions, named "scholarship base". The third layer is based on behavioral analysis covering 4 specific actors. Inspire of the preliminary nature of this study, hopefully, the schema of applications values in further improving institutional construction in educators' qualification, promoting the scientific management of researchers, defining the orientation and function of each development organizations in universities, better adapting to the subjective demand of professionalization as well as improving the actual quality of teaching.

Published in	Education Journal (Volume 13, Issue 1)
DOI	10.11648/edu.20241301.14
Page(s)	28-33
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

College Young College Teachers, Teaching Accomplishment, Rooted Theory

References

[1]	Ministry of Education of PRC. Guiding Opinions on Strengthening the Reform of College Teachers' Construction in the New Era. [EB/OL] [2020-12-24] http://www.moe.gov.cn/srcsite/A10/s7151/202101/t20210108_509152.html
[2]	Ren Zhe. Construction of Teaching Ability Indicators for Young College Teachers [D] Changchun: doctoral thesis of Northeast Normal University. 2023. 5.
[3]	Tan Mingxin, Wang Shaoyuan. Research on the professional development of young teachers in local universities under the perspective of "first-class undergraduate" construction. [J] Modern educational science. 2020(4): 84-88.
[4]	GLAZER，BARNEY & ANSELM STRAUSS. The Discovery of Grounded Theory: Strategies for Qualitative Research [M]. Chicago: Aldine Publishing Company. 1967.
[5]	Zhang Liping, Chen Xiangming. Myth and clarification of qualitative research [J] distance education in China. 2024(01): 01-17.
[6]	STRAUSS, ANSELM & JULIET CORBIN. Basics of Qualitative Research: Grounded Theory Procedures and Techniques [M]. Newbury Park, California: Sage Publications, 1990. P-58.
[7]	Fan Minglin, Wu Jun. Quality study [M]. Shanghai: Gezhi Publishing House, 2009. P-90.
[8]	Chen Xiangming. Exploration of rooted theory in Chinese education research. [J] Educational Review of Peking University. 2015(13): 2-15+188.
[9]	Du Liping,”Teaching: The Primary Academic Responsibility of Teachers in University.” China Higher Education Research, No. 1 (2008), p83-85.
[10]	Lu Dexin, Research-based Teaching for 20 years: Concept, Practice and Physics, Beijing: Tsinghua University Press, 2008.
[11]	Wang Yanling & Gou Shunming, “Becoming Critically Reflective Teacher: What Does It Mean and How to Do.” Global Education, No. 5 (2012), p83-88.
[12]	TIGELAARDEH, DOLMANSDHJM, WOLFHAGENIHAP, etal. The Development and Validation of a Framework for Teaching Competences, 2004, 48(2): 253-268.
[13]	RODRÍGUEZRS, ALMEDINAMA, CEDEOAG, et al. Validation of an Instrument to Evaluate the Development of University Teaching Competences in Educator [J]. Journal of Hispanic Higher Education, 2020(19): 19-36.
[14]	SANDFORDBA，HSUCC. The Delphi Technique: Making Sense of Consensus [J]. Practical Assessment Research & Evaluation, 2007, 26(10): 289-304.
[15]	DREYFUSHL, DREY-FUSSE, ZADEHLA. Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer [J]. IEEE Expert, 1987, 2(2): 110-111.

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APA Style

Qian, W., Yan, L. (2024). Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory. Education Journal, 13(1), 28-33. https://doi.org/10.11648/edu.20241301.14

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ACS Style

Qian, W.; Yan, L. Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory. Educ. J. 2024, 13(1), 28-33. doi: 10.11648/edu.20241301.14

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AMA Style

Qian W, Yan L. Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory. Educ J. 2024;13(1):28-33. doi: 10.11648/edu.20241301.14

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@article{10.11648/edu.20241301.14,
  author = {Wang Qian and Limin Yan},
  title = {Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory},
  journal = {Education Journal},
  volume = {13},
  number = {1},
  pages = {28-33},
  doi = {10.11648/edu.20241301.14},
  url = {https://doi.org/10.11648/edu.20241301.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.edu.20241301.14},
  abstract = {It is of high theoretical and practical significance to improve the teaching quality of young teachers in local universities and to give consideration to the dual role of self and talent. Based on this, in order to improve the teaching literacy of young teachers, using a qualitative method based on grounded theory, this study has formulated a structural framework of capability for teachers by virtue of connotative discussion, data collection, and coding. The data were collected by ethnography, in-depth interviews and text analysis. The coding process included initial coding, focus coding and theoretical coding. Instructional Capability refers to synthesis of varying degrees of capability, which influences teaching effectiveness in education Students' comprehensive quality and understanding of their own professional progress. Concretely, Instructional capability is a spectrum of interaction among required knowledge, skills and Attributes, which are developed in acquisition and practices of effective instructions and related activities. Teachers, who are in infiltrated in 3D Environments including Material information, psychology and social relationship, interactive sustainability and repeat with multiple Elements to constantly developer and constructed individual in constructional capabilities. The structure framework is grounded in the instructional understanding and hands - on experience from teachers of local undergraduate Universities, with emphasis on operability as well. Particularly, it is described as the following: the first layer is three horizontal dimensions which personal basic characteristics, social practice effect, school teaching environment and teaching system of young teachers influence their teaching literacy with different action mechanisms. As a significant Presentation of teachers' inner structure, instructional capabilities can grow with the development of knowledge content, teaching skills and professional attributes, and it is an outcome of triadic synergy of the three. The second layer is seven primary competitions, named "scholarship base". The third layer is based on behavioral analysis covering 4 specific actors. Inspire of the preliminary nature of this study, hopefully, the schema of applications values in further improving institutional construction in educators' qualification, promoting the scientific management of researchers, defining the orientation and function of each development organizations in universities, better adapting to the subjective demand of professionalization as well as improving the actual quality of teaching.
},
 year = {2024}
}

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TY  - JOUR
T1  - Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory
AU  - Wang Qian
AU  - Limin Yan
Y1  - 2024/02/05
PY  - 2024
N1  - https://doi.org/10.11648/edu.20241301.14
DO  - 10.11648/edu.20241301.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 28
EP  - 33
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/edu.20241301.14
AB  - It is of high theoretical and practical significance to improve the teaching quality of young teachers in local universities and to give consideration to the dual role of self and talent. Based on this, in order to improve the teaching literacy of young teachers, using a qualitative method based on grounded theory, this study has formulated a structural framework of capability for teachers by virtue of connotative discussion, data collection, and coding. The data were collected by ethnography, in-depth interviews and text analysis. The coding process included initial coding, focus coding and theoretical coding. Instructional Capability refers to synthesis of varying degrees of capability, which influences teaching effectiveness in education Students' comprehensive quality and understanding of their own professional progress. Concretely, Instructional capability is a spectrum of interaction among required knowledge, skills and Attributes, which are developed in acquisition and practices of effective instructions and related activities. Teachers, who are in infiltrated in 3D Environments including Material information, psychology and social relationship, interactive sustainability and repeat with multiple Elements to constantly developer and constructed individual in constructional capabilities. The structure framework is grounded in the instructional understanding and hands - on experience from teachers of local undergraduate Universities, with emphasis on operability as well. Particularly, it is described as the following: the first layer is three horizontal dimensions which personal basic characteristics, social practice effect, school teaching environment and teaching system of young teachers influence their teaching literacy with different action mechanisms. As a significant Presentation of teachers' inner structure, instructional capabilities can grow with the development of knowledge content, teaching skills and professional attributes, and it is an outcome of triadic synergy of the three. The second layer is seven primary competitions, named "scholarship base". The third layer is based on behavioral analysis covering 4 specific actors. Inspire of the preliminary nature of this study, hopefully, the schema of applications values in further improving institutional construction in educators' qualification, promoting the scientific management of researchers, defining the orientation and function of each development organizations in universities, better adapting to the subjective demand of professionalization as well as improving the actual quality of teaching.

VL  - 13
IS  - 1
ER  -

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Author Information

Wang Qian

Teachers Education College, TaiShan University, Tai'an City, China

Contact Email
Limin Yan

Teachers Education College, TaiShan University, Tai'an City, China

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Qian, W., Yan, L. (2024). Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory. Education Journal, 13(1), 28-33. https://doi.org/10.11648/edu.20241301.14

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ACS Style

Qian, W.; Yan, L. Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory. Educ. J. 2024, 13(1), 28-33. doi: 10.11648/edu.20241301.14

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AMA Style

Qian W, Yan L. Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory. Educ J. 2024;13(1):28-33. doi: 10.11648/edu.20241301.14

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@article{10.11648/edu.20241301.14,
  author = {Wang Qian and Limin Yan},
  title = {Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory},
  journal = {Education Journal},
  volume = {13},
  number = {1},
  pages = {28-33},
  doi = {10.11648/edu.20241301.14},
  url = {https://doi.org/10.11648/edu.20241301.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.edu.20241301.14},
  abstract = {It is of high theoretical and practical significance to improve the teaching quality of young teachers in local universities and to give consideration to the dual role of self and talent. Based on this, in order to improve the teaching literacy of young teachers, using a qualitative method based on grounded theory, this study has formulated a structural framework of capability for teachers by virtue of connotative discussion, data collection, and coding. The data were collected by ethnography, in-depth interviews and text analysis. The coding process included initial coding, focus coding and theoretical coding. Instructional Capability refers to synthesis of varying degrees of capability, which influences teaching effectiveness in education Students' comprehensive quality and understanding of their own professional progress. Concretely, Instructional capability is a spectrum of interaction among required knowledge, skills and Attributes, which are developed in acquisition and practices of effective instructions and related activities. Teachers, who are in infiltrated in 3D Environments including Material information, psychology and social relationship, interactive sustainability and repeat with multiple Elements to constantly developer and constructed individual in constructional capabilities. The structure framework is grounded in the instructional understanding and hands - on experience from teachers of local undergraduate Universities, with emphasis on operability as well. Particularly, it is described as the following: the first layer is three horizontal dimensions which personal basic characteristics, social practice effect, school teaching environment and teaching system of young teachers influence their teaching literacy with different action mechanisms. As a significant Presentation of teachers' inner structure, instructional capabilities can grow with the development of knowledge content, teaching skills and professional attributes, and it is an outcome of triadic synergy of the three. The second layer is seven primary competitions, named "scholarship base". The third layer is based on behavioral analysis covering 4 specific actors. Inspire of the preliminary nature of this study, hopefully, the schema of applications values in further improving institutional construction in educators' qualification, promoting the scientific management of researchers, defining the orientation and function of each development organizations in universities, better adapting to the subjective demand of professionalization as well as improving the actual quality of teaching.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Study on the Influencing Factors of the Teaching Literacy of Young Teachers in Local Undergraduate Universities -- A Quality Analysis Based on Grounded Theory
AU  - Wang Qian
AU  - Limin Yan
Y1  - 2024/02/05
PY  - 2024
N1  - https://doi.org/10.11648/edu.20241301.14
DO  - 10.11648/edu.20241301.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 28
EP  - 33
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/edu.20241301.14
AB  - It is of high theoretical and practical significance to improve the teaching quality of young teachers in local universities and to give consideration to the dual role of self and talent. Based on this, in order to improve the teaching literacy of young teachers, using a qualitative method based on grounded theory, this study has formulated a structural framework of capability for teachers by virtue of connotative discussion, data collection, and coding. The data were collected by ethnography, in-depth interviews and text analysis. The coding process included initial coding, focus coding and theoretical coding. Instructional Capability refers to synthesis of varying degrees of capability, which influences teaching effectiveness in education Students' comprehensive quality and understanding of their own professional progress. Concretely, Instructional capability is a spectrum of interaction among required knowledge, skills and Attributes, which are developed in acquisition and practices of effective instructions and related activities. Teachers, who are in infiltrated in 3D Environments including Material information, psychology and social relationship, interactive sustainability and repeat with multiple Elements to constantly developer and constructed individual in constructional capabilities. The structure framework is grounded in the instructional understanding and hands - on experience from teachers of local undergraduate Universities, with emphasis on operability as well. Particularly, it is described as the following: the first layer is three horizontal dimensions which personal basic characteristics, social practice effect, school teaching environment and teaching system of young teachers influence their teaching literacy with different action mechanisms. As a significant Presentation of teachers' inner structure, instructional capabilities can grow with the development of knowledge content, teaching skills and professional attributes, and it is an outcome of triadic synergy of the three. The second layer is seven primary competitions, named "scholarship base". The third layer is based on behavioral analysis covering 4 specific actors. Inspire of the preliminary nature of this study, hopefully, the schema of applications values in further improving institutional construction in educators' qualification, promoting the scientific management of researchers, defining the orientation and function of each development organizations in universities, better adapting to the subjective demand of professionalization as well as improving the actual quality of teaching.

VL  - 13
IS  - 1
ER  -

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