A Survey Of The Current Situation Of Teachers’ Key Competency In Kunshan Urban And Rural Junior High Schools

Teachers are the foundation of education.The quality of English teaching depends on the quality of English teachers.With more and more attention to the quality of English teaching,the cultivation of English teachers’ key competency has become a hot topic in the society.Therefore,the research on the key competency of English teachers has become the focus of researchers’ attention.Under such background,the study specifically discusses the following four questions with literature research,questionnaire survey and interview survey:(1)What is the current state of the key competency level of high junior high school English teachers in Kunshan city?(2)Do the junior high school English teachers under the variables of genders,teaching time,professional titles and qualifications have different key competency?(3)Is gender,teaching time,professional titles,qualifications and the differences between urban and rural environment related to the junior high school English teachers’ key competency?(4)Are there any differences in professional emotion,professional ability and professional knowledge among junior high school English teachers in Kunshan city?The study selected 33 English teachers from Y junior high school in urban and P junior high school in rural as the research object,mainly adopting quantitative research to survey the current status of junior high school teachers’ key competency in overall level,the differences in gender,teaching time,professional title and qualifications,the relation between gender,teaching time,professional title,qualifications and the junior high school English teachers’ key competency and the differences between urban and rural junior high school teachers’ key competency.The main findings are as follows:Firstly,according to the survey results,the average score of key competency of junior high school English teachers in Kunshan City accounts for 78.93% of the total score,and the average score of each dimension accounts for 73.20%-82.60% of the total score,indicating that the overall level of key competency is at the medium level,but there is still much room for improvement.Secondly,among all the dimensions of comprehensive competency,the dimension with the lowest ratio is modern English teaching technology,and the dimension with the highest ratio is English subject integration technology.This shows that the overall situation of junior high school English teachers is fairly good in teachers’ professional cognition,technology knowledge,content knowledge,pedagogy knowledge,pedagogical content knowledge technological content knowledge.technological pedagogical knowledge and technological pedagogical content knowledge.Finally,there is no significant difference in gender,education service,teaching time,professional titles and whether urban or rural with the key competency of junior high school English teachers in Kunshan City.Based on the conclusions above,the study suggests that education units can provide various ways to develop English teachers’ key competency,guarantee teaching hardware facilities,improve teachers’ education level and evaluate teachers in a diversified way;while English teachers should establish the concept of lifelong learning,integrate modern teaching technology into teaching,play the role of teaching and research group together with colleagues,and enhance their sense of role identity.In this way we can promote the development of junior high school teachers’ key competency.It is hoped that this study can provide some reference for the development of junior high school English teachers’ key competency,and provide certain reference for future research on English teachers’ key competency.