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Educational Stories and Self-Efficacy: A Case Study of Professional Development for Local Teachers in China

Author(s)

Qingkun Liu*

Affiliation(s)

Ningbo Childhood Education College, Ningbo, Zhejiang, China *Corresponding Author.

Abstract

The professional development of primary and secondary school teachers in China exhibits characteristics of a promotion tournament, evident in various aspects such as guiding students, in-school performance, business competitions, professional title assessments, and honorary selections. However, current Chinese educational researchers have focused their efforts on investigating how case studies, cross-boundary learning, and autonomous learning promote the mechanisms of teacher professional development, neglecting the study of the relationship between the promotion tournament under institutional constraints and teacher professional development. This study explores the relationship between educational stories and teacher professional development, leading readers to a deeper understanding of how the promotion tournament enhances teachers’ psychological resilience and self-efficacy for professional development. It provides insights into the mechanisms of professional development for primary and secondary school teachers under China’s institutional regulations. This study employs a case study approach, focusing on the third batch of outstanding class teachers in City N of Province Z, as the research case. By combining categorical analysis and situational analysis, it finds that educational stories can effectively guide teachers to scientifically perceive their own experiences, improve their own practices and habits of educating students, and enhance their psychological resilience and self-efficacy for development.

Keywords

Educational Stories; Self-Efficacy; Psychological Resilience; Professional Development; Classroom Teachers

References

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