Development of a teaching competency model for university music teachers in China: A needs analysis based on interviews

Abstract

The digital era has raised higher standards for university music teachers' professional competencies, positioning them as key practitioners in music education who fulfill a vital function. This study, part of the first phase of the Design and Development Research (DDR) approach, aims to (1) explore the challenges faced by university music teachers in their teaching practice and (2) analyze the need for developing a music teacher teaching competency model for China university music teachers. Through semi-structured interviews with 5 field experts (including music professors and department administrators) selected via purposive sampling, the needs and challenges of developing teaching competence for music teachers in China universities were explored. The study found that numerous challenges exist in developing music teachers' teaching abilities. Prominent issues include structural deficiencies in professional qualities, limitations in teaching innovation, difficulties in interdisciplinary integration practices, and the lack of a music education evaluation system. At the same time, the study identified four core dimensions of the teaching competency model: music professional ability, educational and teaching skills, artistic innovation literacy, and teacher ethics and style construction. The study further proposed that the development of this model needs to be combined with the particularity of music education in China universities, establish a dynamic evaluation mechanism, and focus on the combination of theory and practice. This study provides a theoretical basis for developing a teaching competency model and evaluation tools for music teachers in China universities, which has significant practical implications for enhancing the professional development level of music teachers.