An Exploration of the Internal Pathways for Enhancing the Teaching Competence of Young University Lecturers

Yanfen Li; Bingqian Han

doi:10.54097/1qxywg62

Authors

Yanfen Li
Bingqian Han

DOI:

https://doi.org/10.54097/1qxywg62

Keywords:

Young University Lecturers, Teaching Competence, Internal Pathway, Reflective Practice, Professional Development

Abstract

Young university lecturers constitute the vanguard of higher education development, with their teaching competence directly influencing the quality of talent cultivation. Against the backdrop of increasingly robust external training support systems, exploring the endogenous drivers and pathways for enhancing their capabilities has become particularly crucial. This paper, grounded in reflective practice theory and considering the career development characteristics of young university lecturers, systematically explores intrinsic pathways for enhancing their teaching competencies. The research posits that the essence of teaching competency enhancement lies in a continuous, self-directed process of professional growth, with the core intrinsic pathway being the deepening of reflective practice. Specifically, this can be achieved through: - Fostering metacognition about teaching practices via systematic teaching journaling; - Realising the creative integration of teaching theory and personal practice through sustained action research; - Expanding professional horizons through dialogue and observation within reflective learning communities; - Ultimately attaining autonomous and sustainable teaching competence by developing personal practice theories. This research provides theoretical reference and practical guidance for young university lecturers to overcome professional development bottlenecks and achieve endogenous growth.

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References

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