Theoretical Analysis and Practical Reflection on the Role Conflict of Double-Qualified Teachers in University-Affiliated Hospitals

Taking role conflict as the starting point,this article examines and reflects on the development of clinical teachers.In the process of the occurrence,development,and resolution of role conflicts among clinical teachers,there are many hidden issues related to the development of clinical teachers.The development of clinical teacher teaching and role conflict management contain similar educational philosophies and practical issues.This study draws on classic theories and research achievements in the development of university teachers and conducts theoretical analysis and practical reflection on the development of clinical teachers in medical colleges from the perspective of role conflict in social psychology.Policy recommendations are proposed,including strengthening the construction of teaching systems at the hospital organizational environment level,enhancing the role identity and teacher beliefs of clinical teachers,promoting their teaching development and academic learning,and ensuring their normal teaching investment;promoting leadership support at the level of interpersonal interaction and leveraging the role of colleague support in alleviating role conflicts;enhancing individual teacher beliefs,teacher role learning,and role skills.

Exploration of Teaching Development Strategies for Double-Qualified Teachers in University- Affiliated Hospitals Based on Role Conflict Theory

This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.

Exploration of the Evolution of Teacher Roles and Professional Development Needs Among University English Instructors

The role of university English instructors has evolved significantly over the years,encompassing various aspects.This paper explores the evolution of the role of university English instructors and examines the current challenges and opportunities they face in today’s educational landscape.It delves into the multifaceted nature of their responsibilities and discusses the importance of continuous professional development to meet the evolving needs of students and the demands of the profession.

The Role of Teachers’Apperception in Herbart’s Theory for Chinese Teaching in Shenzhen Primary Schools of China

This paper deeply analyzes the practical application of Herbart’s educational concept in contemporary education and teaching,especially its guiding significance to the primary school Chinese classroom in Shenzhen area.Herbart proposed that teachers should play a key role in students’cognitive process,that is,help students better understand and master new knowledge by combining it with existing knowledge.The survey results show that although teachers have some understanding of Herbart’s educational philosophy,it is not widely used in the concrete teaching process.However,the study also shows that there is a positive relationship between Herbart’s theory and students’academic performance,indicating that it plays an important role in improving students’interest and engagement in learning.The research also reveals the differences between educational concepts and practices,as well as the uneven distribution of educational resources,and puts forward measures to alleviate these contradictions,such as strengthening teacher training,improving teaching methods,and emphasizing moral education.At the same time,the study also highlights the critical role of teachers in promoting knowledge integration,arousing learning enthusiasm,shaping students’moral character,and promoting personal and professional growth.

On the Reconstruction of Teachers’Role of Business English Reading Classroom Teaching Based on Literature Circle

Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.

Principals’and Teachers’Awareness,Knowledge,and Differentiation of Privatization-A Secondary Publication

Based on the keynote report by Professor Martin Thrupp,this paper discusses the hollowing out of education provision by the state and the permeation of managerialism.It was pointed out that principals and boards of trustees in socioeconomically advantaged areas may not be willing to share their benefits with schools in less advantaged areas.The new liberal policies have hollowed out state provision of education,so the education system has come to rely heavily on private actors.This paper also presents the current stage of privatization in Japan and the principals’and teachers’perceptions of privatization.

Change of Teachers' Roles in the Intensive Reading Class

This paper gives an account of characteristics of the intensive reading in English teaching, and change of teachers’ roles in the learner-centered teaching approach. Suggestions are put forward as to how to be a qualified teacher in the intensive reading class accordingly.

The Exploration of the Helpful Roles Teacher Can Play to Help non-English Major Students Improve Their English Writing

It is commonly known that writing is an advanced skill which is essential in language learning but at the same time the most difficult task for learners. This paper is with the aim to explore helpful roles that teacher can play to help non-English major students improve their English writing, so as to help improve their writing ability in the author's context.

The Roles of Teachers in English Teaching

The issue of improving the efficiency of college English teaching and learning has long puzzled our educators and English teachers.There are many ways to help the solving of the problem,but in China,where English is mainly taught in classroom,the teacher is a very important factor to influence the result of English teaching.In order to solve the problem,the teacher must know exactly what roles he should play in the process of teaching and make some changes in his old teaching methods.

Study on the Roles of a Teacher in College English Teaching Mode Based on the Internet

With the rapid development of modern technology and all-round reform in national college English teaching,Internet-Based teaching mode has become a new trend of college English teaching.Therefore,in the new teaching mode,the teacher should turn an inculcator into an instructor,facilitator and participant in teaching;a passive user of textbook into a dominant and modeler of courses;a planner of teaching specific tasks into an organizer of teaching process,a helper and shepherd of learning knowledge.

The Teacher's Role and Teaching Procedures in the Teaching of Oral English

English teachers in China are aware that what kind of English teaching method should be employed to improve student 's linguistic acquisition and that communicative competence becomes more and more important.In English teaching,teachers always make it possible for students to be more often in contacts with the English language,thus creating an atmosphere of learning English language.Help students to jump over the gap between only reading English loudly and speaking English fluently.Here I will show the importance of the teachers ' role in English teaching and their applies in oral English teaching.

On the roles of teachers in CLT

It is a long-lasting issue for most researchers and teachers to apply Communicative Teaching Method （CLT） in language teaching. The roles that teachers play in CLT are the key whether CLT is successfully applied in teaching. This paper aims to discuss how to apply this teaching method in language teaching by means of teachers＇ roles, namely, information collector, designer, organizer and controller of the class, participant and evaluator.

A Study on English Teacher Roles in the Context of＂Internet Plus＂

In the context of"Internet Plus", English teaching has been deeply influenced. MOOC,micro class and flipped classroomhave been paid attention and applied in teaching practice.Accompanying such transformation, roles of the teacher have increased.The teacher plays the roles of designer, facilitator, instructor, organizer, coordinator and resource provider before class, in class andafter class. It is necessary for teachers and students to adjust themselves to the changes in the whole class process.

Transfer of University English Teacher Roles in the Web-based Teaching Environment

At present, one of the important tasks of the ongoing college English teaching reform is to reform the traditional teaching mode,establishing the computer-based multimedia English teaching model. Based on the constructivist theory and the second language acquisi-tion theory, teachers who adopt the new teaching model should play multiple roles to maximize the teaching effect, being not only thecourse designer, organizer, but also the guide, helper and facilitator in the process of teaching students to construct knowledge and be en-gaged in classroom activities as well.

The roles of the teacher in ELT classes

Nowadays,ELT pays more attention to the ability of communication. So the role of the teacher is very different from the one before. This paper mainly gives an analysis of the possible roles a teacher is supposed to take in an ELT class by dividing the class into three stages,presenting the practical approaches and procedures of teaching to develop students' communicative abilities.

The Issue of Self-concept：Perceptions of Chinese Student Teachers about Their Roles

This article has presented some stereotypical views held by Western people about Chinese teachers,and then clarified these misperceptions caused by Western people's different understanding of the meanings of "teacher authority","double parental identities",and"strictness"compared to their Chinese counterparts.Then a case study of three Chinese student teachers studying in one Australian university is conducted to analyze their feelings and experiences of teaching in Australia.Finally,the study suggests that Chinese teacher must retain the essence of Chinese good teachers while adopting the advantages of Western teaching culture to improve his / her own teaching practice,and if so,these self changes could be significant to recreate themselves as new Chinese teachers.

The role repositioning of teacher and student in the process of knowledge internalization under flipped classroom

Flipped classroom model led to the transformation of university teachers＇ teaching role. From the perspective of the sociology of knowledge, the teacher professional development is a process of transformation of the role of teachers, and role transformation and the way of actors involved in the knowledge are associated. Participating in knowledge in different ways, role types are also different. Thus, changing the way ofparticipating in knowledge is the basic way to participate in the transformation of the role. Classification of roles is not the classification ofhumans.A social may might play many roles of many types in his life andmay have the function of a variety of roles at the same time. Meanwhile, it can be transferred between characters, especially in the case of depending on the same knowledge system.As long as the ways of involvement are different,the functions and types of roles are also different. University teachers are those who play a variety of roles of knowledge and society, some being the teaching teachers of organization and dissemination of knowledge, some being scientific and teaching teachers who focus on organizing and disseminating knowledge as well as knowledge creation, and knowledge creation and heavy teacher teaching and research, while others are knowledge creation based research teachers. In the field of the sociology of knowledge, university teachers should be scientific teaching roles depending on a deep knowledge and participating in knowledge in a variety of ways. From the perspective of the sociology of knowledge, according to Eph · Znaniecki＇ s role classification, university teachers participate in knowledge in three ways： teaching, learning and researching. Teaching, learning and researching are relative but different ways of participating in knowledge. State they are relative because itshows teaching can promote learning, learning can promote researching, researching can also promote learning and teaching. The homochromous interaction of teaching, leaming and researching, knowledge is in constant state of development and generation.

Study on the Transition of Teachers’ Ecological Role in College English Teaching in New Media Age

As the emergence of new information and communication technologies and new social communication practices has driven the transformation of educational ecosystem in China,College English teaching in China becomes deeply intertwined with information technology.New changes accordingly in China have put forward new requirements for teachers’ecological role to adjust to the new College English teaching paradigm and maintain the balance of this ecosystem in China.Grounded in Education of Ecology,combined with currently common issues posed in College English classroom in China,this paper aims to illuminate teachers’ecological role of this new ecosystem in College English teaching in the new media age in China.

The Teacher's Role of Listening Comprehension

Throughout the history of the listening comprehension teaching at home and abroad, the research mainly focus on the correlation of the learner's English listening proficiency and their self-efficiency. Scholars like Alisa J.Bates, Penny Ur. and Widdowson, H. G. have claimed the significance of teacher's role in listening comprehension. For the purpose of proving the necessity of the teacher's role in listening comprehension, based on the analysis of the features of classroom listening comprehension,this paper presents the teacher's role before class, in class and after class. Meanwhile, during the teaching process, teachers and learners are revealed in two way interactive relations and the pedagogical process is the result of the bilateral interaction of the two sides.

On the Roles of English Teachers in Learner Autonomy

Learner autonomy has recently been introduced as one of the efficacious, potential-developing teaching patterns. Based on its nature and its great effect on the promotion of language teaching, this paper chiefly focuses on the important roles English teachers play in it and its significance to the development of language teaching in China.