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The study examines how 20 middle school teachers in northern China understand excellence through a phenomenographic approach grounded in teachers’ accounts of delivering outstanding instruction. Four themes emerge: caring for students, guiding students’ all-round development, linking school knowledge and work to other domains, and planning structured lessons. Compared with Western and Chinese descriptions, teachers show fewer transmission- or exam-focused elements and stronger nurturing, facilitative, and apprenticeship characteristics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-conceptions-of-excellent-teaching-in-middle-school-in-the-north-of-china/592119/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-conceptions-of-excellent-teaching-in-middle-school-in-the-north-of-china/592119.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach was used to understand teachers’ ideas of excellent teaching?","Question",{"text":112,"@type":113},"A phenomenographic approach with grounded theory was used to interpret teachers’ descriptions of a time when they delivered excellent teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What four themes were identified from teachers’ conceptions?",{"text":117,"@type":113},"The four themes are caring for students, guiding students’ all-round development, connecting school knowledge/work to other areas, and planning and preparing structured lessons.",{"name":119,"@type":110,"acceptedAnswer":120},"How do these Chinese teachers’ views differ from many Western and Chinese descriptions of excellent teaching?",{"text":121,"@type":113},"They show less emphasis on transmission, examination, or professional orientation, and display more nurturing, facilitative, and apprenticeship characteristics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592119,1792654141,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asia Pacific Education Review Copyright 2007 by Education Research Institute  \n2007, Vol. 8, No.2, 288-297.  \nTeacher’s Conceptions of Excellent Teaching in Middle  \nSchool in the North of China  \nJunjun Chen  \nThe University of Auckland  \nNew Zealand  \nKnowing how teachers in China understand excellence in teaching is an important precursor to developing teaching standards. This study explores the conceptions of excellent teaching held by 20 middle school teachers in the north of China. A phenomenographic approach with grounded theory was used to interpret teachers’ descriptions of a time when they delivered excellent teaching. Four main themes were found: (1) caring for students, (2) guiding students’ all-round development, (3) connecting school knowledge/work to other areas, and (4) planning and preparing structured lessons. In contrast to other Western and Chinese descriptions of excellent teaching, these teachers were much less transmission, examination, or professionally oriented and exhibited much more nurturing, facilitative, and apprenticeship characteristics.  \nKey words: teachers’ cognition, teaching, conceptions  \nThe nature of excellent teaching and teachers’understandings of the concept of excellent teaching are important factors in improving student outcomes. Recent Western definitions of excellent teaching have emphasised personal characteristics such as enthusiasm, preparation, organisation, ability to stimulate interest, love of the subject taught, presentation, relationships, assessment, innovation, curriculum design, and research into discipline specific teaching and pedagogical research (Elton, 1998; Hildebrand, 1973; Sherman, Armistead, Fowler, Barksdale, & Reif, 1987) . The National Board for Professional Teaching Standards (NBPTS) codified characteristics of highly-accomplished teaching (1989) into five main areas: (1) commitment to students,(2) extensive knowledge about the subjects and how  \nJunjun Chen, School of Teaching, Learning & Development, University of Auckland, New Zealand.  \nThe author would like to express her thanks to Gavin Brown and John Hattie for their reviews and enhancements ofthis article.  \nCorrespondence concerning this article should be addressed to Ercan KIRAZ, Junjun Chen, Room H211, School of Teaching, Learning & Development, University of Auckland, Private Bag 92601, Auckland, [New Zealand. e-mail : jj.chen@auckland.ac.nz](New Zealand. e-mail : jj.chen@auckland.ac.nz)  \nto teach these subjects, (3) responsibility for managing and monitoring student learning, (4) reflection on their practice and learning from their experiences, and (5) membership in learning communities. Evaluations of NBPTS certified teachers consistently indicated that such teachers do raise student outcomes (Bond, Smith, Baker, & Hattie, 2000) .  \nWestern Conceptions of Teaching and Good Teaching  \nThese formal definitions and lists, however, need to be balanced against what teachers themselves consider to be good teaching. A substantial body of research around teachers’ conceptions of teaching has been developed (e.g., Kember, 1997; Martin & Ramsden, 1992; Pratt, 1992; Samuelowicz & Bain, 1992; Trigwell & Prosser, 1997) and three major approaches were found (Kember, 1997) . The‘teacher-centered’ orientation involved imparting information and transmitting structured knowledge. The‘student-centered’orientation included facilitating understanding and encouraging conceptual change. This latter orientation is similar to the conception common in middle school teachers  \nChinese conceptions of excellent teaching  \nabout being a social-personal guide or affective mentor (Beane & Brodhagen, 2001) . The ‘student-teacher interaction’conception acted as a bridging conception between the two contrasting orientations. Kember has argued that these conceptions are not hierarchical but rather “an ordered set of qualitatively differing conceptions” ranging along the axis of‘teacher-centered’ to ‘student-centered’. Studies ","cbCaikgJd55uonS6","https://ap.wps.com/l/cbCaikgJd55uonS6","pdf",213321,"English","# Teacher conceptions of excellent teaching\n## Four themes of excellent teaching\n## Western definitions and professional standards\n## Teachers’ conceptions of good teaching","[{\"question\":\"What research approach was used to understand teachers’ ideas of excellent teaching?\",\"answer\":\"A phenomenographic approach with grounded theory was used to interpret teachers’ descriptions of a time when they delivered excellent teaching.\"},{\"question\":\"What four themes were identified from teachers’ conceptions?\",\"answer\":\"The four themes are caring for students, guiding students’ all-round development, connecting school knowledge/work to other areas, and planning and preparing structured lessons.\"},{\"question\":\"How do these Chinese teachers’ views differ from many Western and Chinese descriptions of excellent teaching?\",\"answer\":\"They show less emphasis on transmission, examination, or professional orientation, and display more nurturing, facilitative, and apprenticeship characteristics.\"}]","Teacher’s Conceptions of Excellent Teaching in Middle School in the North of China | PDF",1792073903,25]