Personal and professional qualities and skills of art college teachers in China: A phenomenological analysis

Kateryna Yuryeva; Yabin  Li; Pan Wang

doi:10.31893/multirev.2025077

Keywords:

professional training

postgraduate education

Abstract

This study is devoted to a phenomenological analysis of the personal-professional qualities and skills of art college teachers in China. The authors used a phenomenological approach to investigate the subjective experiences of art teachers. They conducted a qualitative study based on semistructured interviews with experienced music and fine arts teachers. In the process of analyzing the interviews, key professionally significant personal qualities and skills necessary for successful teaching activities in the field of art disciplines were identified. Among the identified qualities are a creative approach to teaching, psychological stability, an aspiration for professional development throughout one's career, and the ability to manage teaching activity and self-management. The most effective ways to acquire personal and professional qualities and skills are practical teaching experience and various additional activities within the framework of in-service education: webinars, online conferences, courses, etc. The results of this study have practical significance for improving the training of future art disciplines teachers, as well as for the professional support and development of current teachers. Thus, this phenomenological analysis reveals the essential characteristics of the personal and professional qualities and skills of art teachers and contributes to a deeper understanding of the prospects for improving the process of art education in China.
References
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27. Yang, Y. (2021). Professional identity development of preservice music teachers: A survey study of three Chinese universities. Research Studies in Music Education, 1321103X2110209. https://doi.org/10.1177/1321103x211020960
28. Yao, B., & Li, W. (2023). The role of a teacher in modern music education: can a student learn music with the help of modernized online educational technologies without teachers? Education and Information Technologies. https://doi.org/10.1007/s10639-023-11786-6
29. Yin, M. (2023). Music teachers’ professionalism: Realizing intercultural competence in guzheng education when using a MOOC. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11710-y
30. Yu, Xiang (2018). An Overview of the Development of Music Education in China's Normal Universities in the First Half of the 20th Century. In 8th International Conference on Education, Management, Information and Management Society. Atlantis Press. https://doi.org/10.2991/emim-18.2018.5
31. Yuryeva, K. (2021). Modern trends in the development of art education in China. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 56, 126–166. https://doi.org/10.34142/2312-1548.2021.56.08
32. Zhang, J. (2022а). Practical Research on the Assistance of Music Art Teaching Based on Virtual Reality Technology. Wireless Communications and Mobile Computing, 1–13. https://doi.org/10.1155/2022/8479040
33. Zhang, L. (2016). The issue of the teachers personal and professional development system formation periodization in the People’s Republic of China. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 46, 106–115. https://doi.org/10.5281/zenodo.820821
34. Zhang, L.-N., Pan, X.-D., & Bai, D.-Q. (2018). Overview of Basic Education in China. In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Atlantis Press, 474–479. https://doi.org/10.2991/icmesd-18.2018.83
35. Zhang, Sh. (2022b). The dilemma and reflection of Chinese theatre arts education in universities. SHS Web of Conferences, 140, 01053. https://doi.org/10.1051/shsconf/202214001053
36. Zhao, Z., Liu, Z., Gao, L., Pan, D., & Song, J. (2020). Comparison of Art Education Between China and Foreign Countries: Taking Educational Ideas as an Example. In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Atlantis Press. https://doi.org/10.2991/assehr.k.200316.212
37. Zhao, Beibei. (2021). Periodization of the development of art education in the People's Republic of China. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 56, 60–82. https://doi.org/10.34142/2312-1548.2021.56.05
38. Zhuo, Yu, & Bo-Wah, L. (2019). Music teachers and their implementation of the new Music Curriculum Standards in China. International Journal of Music Education, 37(2), 178–197. https://doi.org/10.1177/0255761418820647

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Yuryeva, K., Li, Y., & Wang, P. (2024). Personal and professional qualities and skills of art college teachers in China: A phenomenological analysis. Multidisciplinary Reviews, 8(3), 2025077. https://doi.org/10.31893/multirev.2025077

[1] Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24(4), 321–334. https://doi.org/10.1080/07294360500284672

[2] Annamalai, N., Ramírez García, A., Mažeikienė, V., Alqaryouti, M. H., Rashid, R. A., & Uthayakumaran, A. (2022). A phenomenological study of online assessment during a pandemic crisis: Insights from Malaysia, Lithuania, and Spain. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.957896

[3] Bowden, J. A., & Green, P. (2005). Doing developmental phenomenography. RMIT University Press.

[4] Carag, E. A. (2021). phenomenological inquiry of higher education institutions' (HEIs) online experiences. Linguistics and Culture Review, 5(S2), 1355–1365. https://doi.org/10.21744/lingcure.v5ns2.1619

[5] Chen, S.H. & Zhong, J.P. (2023). Reflections on the Improvement of Students’ Literacy in Art Classrooms under the New Situation. OALib, 10(07), 1–6. https://doi.org/10.4236/oalib.1110455

[6] Davidova, J. (2019). Music Teacher’s Competences in the 21st Century. Pedagogika, 134(2), 99–108. https://doi.org/10.15823/p.2019.134.6

[7] Denis & Tucker, (2021). Acquiring Competency in Music, Teaching, and Personal Skill Areas: A Survey of In-service Teachers. Contributions to Music Education, 46, 35–52.

[8] Duan, Yu. (2021). Professional Development of Music Teacher in China: Practice and Challenges. Journal of Education, Teaching and Social Studies, 3(3), p44. https://doi.org/10.22158/jetss.v3n3p44

[9] Fu, X. (2021). Innovative Ideas for the Teaching of Guzheng in Colleges and Universities based on the New Curriculum Reform. Journal of Contemporary Educational Research, 5(6), 57–61. https://doi.org/10.26689/jcer.v5i6.2227

[10] Guan, R., Zhang, M., & Yang, X. (2022). Relationship Between School Music Context and Music Career Choice Among Chinese Adolescents: A Framework Based on a Context–Process–Outcomes Model. https://www.dovepress.com/relationship-between-school-music-context-and-music-career-choice-amon-peer-reviewed-fulltext-article-PRBM. Accessed on October 17, 2024.

[11] Guo, Yijiang, Zhang, Hao, Zhao, Beibei, & K., Yuryeva (2020). Normative base of modern aesthetic education in China. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 55, 102–137. https://doi.org/10.34142/2312-1548.2020.55.08

[12] Guo, Yijiang. (2021). 8 questions for Chinese musician teachers. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 56, 108–125. https://doi.org/10.34142/2312-1548.2021.56.07

[13] Guo, Yijiang. (2022). New music teacher training system in China: humanization, integration, foreign experience. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 58, 169–183. https://doi.org/10.34142/2312-1548.2022.58.15

[14] Han, X., & Nair, S. M. (2022). A Comparative Study on the Expectations of Art Education Service Quality in Different Types of Art Colleges in China. International Academic Journal of Education and Literature, 3(03), 69–76. https://doi.org/10.47310/iajel.2022.v03i03.009

[15] Jin, L. (2020). Discussion on music education in China. https://www.iosrjournals.org/iosr-jhss/papers/Vol.25-Issue10/Series-7/E2510073034.pdf. Accessed on October 17, 2024.

[16] Jing, Wu. (2019). Systematic Discussion and Rational Thinking of Vocal Music Education under the Current Social Background of China. In Proceedings of the 2nd International Seminar on Education Research and Social Science. Atlantis Press. https://doi.org/10.2991/iserss-19.2019.169

[17] Kabilan, M. K., & Annamalai, N. (2022). Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges. Studies in Educational Evaluation, 74, 101182. https://doi.org/10.1016/j.stueduc.2022.101182

[18] Larkin, M., Flowers, P., & Smith, J. A. (2022). Interpretative Phenomenological Analysis. SAGE Publications, Limited.

[19] Le, S. (2023). Team-based learning in online education: the development of students’ creative thinking skills in digital art. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11808-3

[20] Lei, Fu (2020). Research on the Reform and Innovation of Vocal Music Teaching in Colleges. Region – Educational Research and Reviews, 2(4), 37–40. https://doi.org/10.32629/rerr.v2i4.202

[21] Li, J., Shi, Z., & Xue, E. (2020). The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research, 99, 101496. https://doi.org/10.1016/j.ijer.2019.101496

[22] Li, R. (2022). Chinese folk music: Study and dissemination through online learning courses. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11003-w

[23] Liu, K., Tang, H., & Yang, Y. (2022). The Art Education in China Under the Double Reduction Policy. In Proceedings of the 2022 International Conference on Science Education and Art Appreciation, 1305–1312. Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-05-3_157

[24] Luo, J. (2018). Discussion on the Inheritance, Integration and Promotion of Chinese Traditional Folk Music Culture in College Piano Education. In 2018 International Conference on Education Science and Social Development, 122-124. Atlantis Press. https://doi.org/10.2991/essd-18.2018.35

[25] Rauduvaite, A. & Du, Y. (2017). Music teacher education in China. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(8), 74–83. http://dx.doi.org/10.18844/prosoc.v4i8.2978

[26] Yang, J. (2022). Chinese contemporary art teachers’ professional development in the 20th and 21st centuries within the multicultural framework. Heritage Science, 10(1). https://doi.org/10.1186/s40494-022-00692-8

[27] Yang, Y. (2021). Professional identity development of preservice music teachers: A survey study of three Chinese universities. Research Studies in Music Education, 1321103X2110209. https://doi.org/10.1177/1321103x211020960

[28] Yao, B., & Li, W. (2023). The role of a teacher in modern music education: can a student learn music with the help of modernized online educational technologies without teachers? Education and Information Technologies. https://doi.org/10.1007/s10639-023-11786-6

[29] Yin, M. (2023). Music teachers’ professionalism: Realizing intercultural competence in guzheng education when using a MOOC. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11710-y

[30] Yu, Xiang (2018). An Overview of the Development of Music Education in China's Normal Universities in the First Half of the 20th Century. In 8th International Conference on Education, Management, Information and Management Society. Atlantis Press. https://doi.org/10.2991/emim-18.2018.5

[31] Yuryeva, K. (2021). Modern trends in the development of art education in China. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 56, 126–166. https://doi.org/10.34142/2312-1548.2021.56.08

[32] Zhang, J. (2022а). Practical Research on the Assistance of Music Art Teaching Based on Virtual Reality Technology. Wireless Communications and Mobile Computing, 1–13. https://doi.org/10.1155/2022/8479040

[33] Zhang, L. (2016). The issue of the teachers personal and professional development system formation periodization in the People’s Republic of China. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 46, 106–115. https://doi.org/10.5281/zenodo.820821

[34] Zhang, L.-N., Pan, X.-D., & Bai, D.-Q. (2018). Overview of Basic Education in China. In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Atlantis Press, 474–479. https://doi.org/10.2991/icmesd-18.2018.83

[35] Zhang, Sh. (2022b). The dilemma and reflection of Chinese theatre arts education in universities. SHS Web of Conferences, 140, 01053. https://doi.org/10.1051/shsconf/202214001053

[36] Zhao, Z., Liu, Z., Gao, L., Pan, D., & Song, J. (2020). Comparison of Art Education Between China and Foreign Countries: Taking Educational Ideas as an Example. In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Atlantis Press. https://doi.org/10.2991/assehr.k.200316.212

[37] Zhao, Beibei. (2021). Periodization of the development of art education in the People's Republic of China. Zasobi navčalʹnoj ta naukovo-doslìdnoï roboti, 56, 60–82. https://doi.org/10.34142/2312-1548.2021.56.05

[38] Zhuo, Yu, & Bo-Wah, L. (2019). Music teachers and their implementation of the new Music Curriculum Standards in China. International Journal of Music Education, 37(2), 178–197. https://doi.org/10.1177/0255761418820647

Abstract

References

How to cite