INNOVATIVE TEACHER TRAINING: EMPOWERING EDUCATORS TO FOSTER INNOVATION IN THE CLASSROOM IN HECHUAN DISTRICT CHONGQING, CHINA

Abstract

The objectives of this study were to examine the factors influencing the adoption of innovative teaching practices in Chinese schools and their impact on students' learning outcomes and the development of 21st-century skills. to evaluate the role of technology integration in fostering innovative teaching environments in Chinese classrooms and identify the associated opportunities and challenges, and to assess the effectiveness of teacher training and professional development programs in equipping Chinese educators to implement innovative teaching practices successfully. In this study, the researcher investigates teachers instructing in secondary schools which includes 37,825 teachers and sample size employed in this research was approximately 395.82 individuals. This research revolves around the factors influencing Innovative Teacher Training and their impact on fostering innovation in the classroom. The study found significant relationships between contextual factors, teaching training models, key competencies for innovative teaching, and outcomes of innovative teacher training. Specifically, key competencies for innovative teaching and outcomes of innovative teacher training emerged as statistically significant predictors of the dependent variable.