Teachers’ Competency Model of Art Design Universities in Shenyang City Liaoning Province

Abstract

          Background:As the nation increasingly values the management of art and design education in universities, research has helped to clarify and formulate propositions and suggestions for teacher competence in the field of art and design education, as well as the scope of capacity improvement and judgment in art and design education.
          Aims:The objectives of this research were: (1) To examine the components of the teachers’ competency of art design universities in Shenyang city, Liaoning Province; (2) To develop the teachers’ competency model of art design universities in Shenyang city, Liaoning Province. (3) To propose guidelines for improving teachers’ competencies of art design universities in Shenyang city, Liaoning Province.
          Methodology: The research was mixed methodology design which were comprised of quantitative and qualitative research. The population of this research were 1729 teachers in 16 art design universities located in Shenyang city, Liaoning Province. The sample were 459 teachers which was determined by G*Power program at power of test .80, and using proportional stratified random sampling. The statistics used for data analysis were descriptive statistics, Confirmatory Factor Analysis and Structural Equation Model Analysis (SEM).
          Results:The research findings revealed that: (1) there were 5 components of teachers’ competency of art design universities located in Shenyang city, Liaoning Province:  Professional knowledge capabilities, Skills operation capabilities, Professional innovation capabilities, Social practice capabilities, and Potential capabilities of individual variables; (2) the teachers’ competency model of art design universities fit well with empirical data (X²/df=1.738, GFI=0.959, AGFI=0.942, NFI=0.964, IFI=0.984, CFI=0.984, TLI=0.980, RMSEA=0.040).
          Conclusion: There were 16 guidelines for improving teachers’ competencies of art design universities in Shenyang city, Liaoning Province: 1.Teachers had actively shared their teaching experiences and exchanged insights, continuously updating their knowledge systems.2. Emphasis had been placed on identifying potential shortcomings in teaching and self-assessment, continuously optimizing classroom teaching practices.3. New teaching methods and strategies had been tried in the classroom.4. Study history, find the cultural core more suitable for the national design from the historical evolution, so that the design can show more regional forms. 5. Establish mentorship programs where experienced teachers can guide less experienced colleagues. Encourage collaborative projects among students and faculty to foster a collaborative learning environment.6. Understand and incorporate diverse cultural perspectives into their teaching to prepare students for a globalized art world. Promote inclusive practices that respect and reflect the diversity of the student body and the art community.7. Teachers had aimed to enhance their information-based teaching abilities. 8. Create a constructive judgment environment to judge regular teaching and practical cross-disciplines, and provide and receive feedback on innovative ideas.9. The cultivation of innovative capabilities among young teachers had been of vital importance.10. The cultivation of teachers' innovative thinking, the creation of a positive campus atmosphere, and the enhancement of comprehensive quality and professional level had been emphasized. 11. Teachers had developed personal plans to improve their practical teaching abilities and cultivate a mindset of lifelong learning.12. Schools had optimized the mechanism for school-enterprise cooperation, leveraging the strengths of both entities for effective collaboration.13. Include diverse cultural perspectives in the curriculum and encourage students to consider these in their design work. Study and address global design issues, such as poverty, health, and education, from a design perspective. 14. By reflecting on teaching before, during, and after class, teachers were better able to identify issues in their teaching and seek solutions, thereby improving their individual teaching abilities.15. Teacher participation in educational action research had been an effective way to enhance individual teaching and research capabilities.16. Teachers had combined their knowledge with teaching practice to continuously improve their personal abilities.