College Teachers' Blended Teaching Competency Model in SPOC A Study Based on Behavioral Event Interview
The capability of improving teaching quality and its in - depth applications in college have made SPOC -based blended teaching an important part of teachers ' professional development. The purpose of this paper is to construct competency model to reveal the underlying and stable characteristics and organizational structure necessary for high performance in SPOC blended teaching. Based on the definition of SPOC quality teaching performance ， this paper constructs the SPOC blended teaching competency model through literature review， expert consultation， and the coding and statistical analysis of the contents of the behavioral events interview with 9 quality-peTj'ormance teachers and 6 general-performance teachers. This model contains 3 benchmark competencies: professional knowledge， teaching ability， information literacy， and 13 discriminative competencies: achievement motivation， curriculum design， evaluation literacy， teamwork ， interactive maintenance， service awareness ， quality control ， continuous improvement ， teaching reflection， learning analysis ， mixed teaching strategies ， innovative spirit， flexible self-adaptation. The construct validity and predictive validity of this model were validated using questionnaires， exploratory factor analysis， and multiple regression analysis. The result shows that this competency model has a strong explanatory power for quality teaching performance and can be used to guide blended teaching ability assessment ， teacher training and other practical activities.
|關鍵詞||混合教学、胜任力、行为事件访谈、因子分析、SPOCblended teaching in SPOC、competency、behavior event interview、factor analysis|