Teaching Competition-Driven Professional Development of Young Female University Teachers: Current Status and Optimization Pathways

Abstract

Currently, teaching competition for young university teachers has garnered nationwide attention, aiming to promote innovation and reform in higher education teaching, enhance teachers’ instructional capabilities, and improve the quality of education. In practice, the competition has significantly impacted teachers’ teaching proficiency and the advancement of teaching reforms. Observations from participation at the university, provincial, and national levels reveal that young female university teachers exhibit high levels of interest, active engagement, and deep involvement in the competition, with some outstanding participants experiencing accelerated professional growth. This study focuses on young female university teachers, deepening the comprehensive understanding of teaching competition from a policy perspective. Through case analysis, it explores the professional development status of young female teachers in the context of teaching competition and proposes pathways and measures to optimize their professional development under the impetus of these competitions.