Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for...Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.展开更多
This study, as part of my action research, describes how I as an EFL university teacher arrived at a new concept of classroom goals through a process of conflict, negotiation, and accommodation with my students in a h...This study, as part of my action research, describes how I as an EFL university teacher arrived at a new concept of classroom goals through a process of conflict, negotiation, and accommodation with my students in a high-stakes exam classroom culture. Data was collected as one part of a collaborative action research project in my Chinese university during 100 hours of lessons over 17 weeks. Reflective journals both from me and my students, audio/ visual-recorded lessons and lesson artifacts were collected and analyzed to present how I adapted my classroom goal orientation under the joint impact of students＇ feedback, my diagnostic judgment of students＇ need and insistence on my own teaching values. This scenario demonstrates how a teacher＇s new concept was formed in her professional development. It argues that a teacher＇s classroom goal orientation can be influenced by, rather than shape, her students＇ orientation in certain classroom cultures; and a teacher＇s development lies in the process where even theoretically-justified and previous-experience-verified concepts have to be in dialog with their new everyday reality.展开更多
重视特殊教育教师专业发展,建设高质量师资队伍,是我国特殊教育事业可持续发展的基本前提。研究运用文献计量法对Web of Science和CNKI数据库中特殊教育教师专业发展的文献进行可视化分析,结果发现:特殊教育教师专业发展研究经历了兴起...重视特殊教育教师专业发展,建设高质量师资队伍,是我国特殊教育事业可持续发展的基本前提。研究运用文献计量法对Web of Science和CNKI数据库中特殊教育教师专业发展的文献进行可视化分析,结果发现:特殊教育教师专业发展研究经历了兴起、拓展、深化三个阶段,融合教育、特教教师专业标准与特教教师教育是主要的研究热点,发文量在整体上呈现稳步上升的态势;但也存在研究内容不够系统,研究视角较为狭窄,本土理论建设乏力等问题。未来特殊教育教师专业发展研究可从法律制度、信息素养、循证实践三方面丰富研究内容;拓展研究视角,开展跨学科研究;构建本土化理论。展开更多
文摘Sustainable Development Goal(SDG 4)lays solid theoretical foundation for the development of higher teacher education in improving the quality of teaching faculty nationwide.Sustainable teacher training paves a way for teacher professional development in the long run.China’s“National Teacher Training Program”serves a connection between higher teacher education and K-12 teachers in multiple perspectives when exploring K-12 teachers’improvement of the essence by upgrading the initiative of the program with the assistance of educational technology and modern educational philosophy from mutual creation to mutual benefit.Direction orientation strategic design based on demand for teaching faculty,curriculum setting in modules,and characteristics creation have been carried out to upgrade the training of teacher colleges and National Teacher Training Program in the future for achieving a win-win situation between higher teacher education and K-12 education.
文摘This study, as part of my action research, describes how I as an EFL university teacher arrived at a new concept of classroom goals through a process of conflict, negotiation, and accommodation with my students in a high-stakes exam classroom culture. Data was collected as one part of a collaborative action research project in my Chinese university during 100 hours of lessons over 17 weeks. Reflective journals both from me and my students, audio/ visual-recorded lessons and lesson artifacts were collected and analyzed to present how I adapted my classroom goal orientation under the joint impact of students＇ feedback, my diagnostic judgment of students＇ need and insistence on my own teaching values. This scenario demonstrates how a teacher＇s new concept was formed in her professional development. It argues that a teacher＇s classroom goal orientation can be influenced by, rather than shape, her students＇ orientation in certain classroom cultures; and a teacher＇s development lies in the process where even theoretically-justified and previous-experience-verified concepts have to be in dialog with their new everyday reality.
文摘重视特殊教育教师专业发展,建设高质量师资队伍,是我国特殊教育事业可持续发展的基本前提。研究运用文献计量法对Web of Science和CNKI数据库中特殊教育教师专业发展的文献进行可视化分析,结果发现:特殊教育教师专业发展研究经历了兴起、拓展、深化三个阶段,融合教育、特教教师专业标准与特教教师教育是主要的研究热点,发文量在整体上呈现稳步上升的态势;但也存在研究内容不够系统,研究视角较为狭窄,本土理论建设乏力等问题。未来特殊教育教师专业发展研究可从法律制度、信息素养、循证实践三方面丰富研究内容;拓展研究视角,开展跨学科研究;构建本土化理论。
