An introduction to an English Teacher Education Program

Teacher training for primary and secondary schools in the underdeveloped areas in China was rather inadequate in terms of teaching skills.It's imperative to direct more attention to the English teachers in these areas and provide opportunities for them to receive in-service training so that they can update their subject matter knowledge and pedagogic knowledge to facilitate their teaching.In light of this demand,this paper presents a one-year-long program that is tailored to the needs of the secondary school teachers of English in the inland areas,by giving a detailed description of the knowledge base they need together with the rationale underlying such a design.

Curriculum Innovation in Language Teacher Education:Reflections on the PGDELT Program’s Contributions to EFL Teachers’Continuing Professional Development

Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teachereducation initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature.What is important is how teacher professional development contributes to bolstering the teachereducator force, which is relatively insufficiently documented due to the very fact that different educational systems have somewhat different expectations of such programs in relation to the ideologies and theories underpinning the teacher professional development program design and curriculum offering. Taking stock of a postgraduate diploma program in English language teaching(PGDELT) for teachers’ continuing professional development with a 31-year history housed at a premier teacher education institution in Singapore, which has successfully graduated over 1, 000 English language teachers for colleges and universities in China, I intend to highlight some of its key features, as a former student and then a lecturer on the program, in order to draw implications for sustainable growth of language teacher education programs, especially those whose main purposes are to prepare teachers of English as a second or foreign language(ESL/EFL) and provide continuing professional development opportunities for such inservice teachers.

Teaching Programming Concepts to K-12 Teachers With Scratch

This study aims to investigate teaching programming concepts to K-12 teachers with Scratch. A total of 10 K-12 teachers enrolled in one graduate course participated in this study. They received lectures, took practices and exercises of Scratch programming and were then asked to design and implement their projects before the semester. It was found that teaching programming concepts to K-12 teachers with Scratch is feasible. K-12 teachers with less computer background can learned basic programming concepts and applied them in their project code implementation. Although no significant difference was found between participants＇ pre-test and post-test on programming self-efficacy, positive attitudes toward learning Scratch programming was revealed in the questionnaire survey and results of interviews. This study paves a way for referring to the teaching of programming concepts for K- 12 teachers.

The Effect of a Proposed Training Program Based on the Reflective Model on the Teachers＇ Reading Practices in Mafraq

This study aimed at investigating the effect of a proposed EFL （English as a Foreign Language） training program on the teachers＇ reading practices in Mafraq. This program was developed by the researcher according to the ninth-grade EFL teachers＇ needs. The participants of the study were 20 ninth-grade females EFL teachers who represented the experimental and control groups （10 teachers in each group）. They were randomly chosen from 10 schools in the Northwestern Badia Directorate of Education. To achieve the purposes of the study, the researcher designed a needs analysis questionnaire, a training program, a pre and post observation checklist, and a pre and post received knowledge test for teachers. Proper statistical analysis was used to analyze the results of the research questions. The results of the study showed that teachers were in need to be trained on 20 reading comprehension practices to be able to teach reading comprehension effectively. Besides, there were statistically significant differences at the level of （a = 0.05） between the means scores of the ninth-grade teachers＇ performance of the control and experimental groups on the post observation checklist and on the post received knowledge test in favor of the experimental group due to the training program.

In-Service LTE Program for Chinese Private Institute English Teachers

This paper describes a half-year in-service Language Teacher Education(LTE)program,targeting the trainee teachers who work in Chinese private English institutes.This is to better prepare them at the outset of their career.Primarily intending to build the trainee teachers' professionalism and raise their awareness,an overall illustration of adopted training courses and choice of activities are introduced in this paper.Focusing on integrating instructional knowledge from ESL and English language teaching,the LTE program schedule will allow majority of readers to implement during their daily teaching and research activities.Principles underpinning this program design are illustrated one by one.A course like this may not foster all teachers to become professionals at once,but to be a reflective practitioner can be a reachable goal,as accumulation of professional expertise is based on teachers’ capability of understanding how to reflect on teaching.

From Mutual Creation to Mutual Benefit:China’s National Teacher Training Program between Higher Teacher Education and K-12 Teachers

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.

Research on the Transformation of Teaching and Research Form of Professional Teachers in Blended Learning at Colleges and Universities - Taking the Java Programming Course as an Example

In view of the current situation that offline teaching is the main mode of teaching Java Programming in higher vocational schools,this paper introduces the online and offline hybrid teaching method and expounds it from the aspects of blended learning design,teaching organization,and implementation.At the same time,combined with the characteristics of blended learning,this paper proposes that under the new mode,teachers should actively change the form of teaching and research,the teaching mode,and the role of teachers,take students as the center,and build an independent and effective classroom.

高校师范类专业认证行为偏差的现实表征、成因及治理

高校作为师范类专业认证的重要行动者,其认证行为的质量直接关涉认证目标的实现与认证价值的发挥。研究发现:高校在推进师范类专业认证工作的过程中存在诸多行为偏差,包括认证前的行为意向偏差、认证中的改革行为偏差以及认证后的持续改进行为偏差。究其原因在于,认证客体的认证素养储备不足、认证主客体组织架构固化、认证政策体系不完善及认证保障性措施欠缺。为矫正高校师范类专业认证行为偏差,需要从提升认证客体的认证素养,打破认证主客体固化的组织架构,完善认证政策体系及优化认证保障条件等方面作出努力。

以兵团精神为基石的边疆高校课程育人体系探究与实践——以农业水利工程专业为例

石河子大学农业水利工程专业历经60余年发展,坚持为党育人的初心、为国育才的立场,紧抓师资引进、培养、评价和奖励等关键环节,形成一整套有特色的高水平师资队伍建设体系;构建培养目标、课程体系、毕业要求“三环节一主线”的培养模式,形成基于工程认证理念的农业水利专业人才培养体系;从突破教材和章节定式进行教学内容改革,采用最直观、最有效的教学方法改进教学方式,到利用网络新媒体改善教学手段推进混合式教学改革;从改善实践教学硬件设施、指导学生实践项目、创新创业教育和党员先锋志愿服务系列活动上推动实践教学质量提升;从改进课程考核,开展德育考试上发展多元化评价体系。形成以弘扬兵团精神为育人基石,以服务维稳戍边为发展特色的农业工程专业课程育人体系。培养一大批“下得去、留得住、干得好”的边疆农业水利建设技术人才,深刻回答“培养什么样的人、如何培养人、为谁培养人”这一根本问题。

新文科背景下课程思政融入师范专业课程的困境与出路

新文科建设的改革与实践对于培养担当民族复兴大任的时代新人具有深远价值和意义,课程思政有效融入是新文科建设的重要内容。研究在S大学师范学院随机抽取38名专任教师和291名大一至大三年级师范生进行问卷调查,发现当前师范专业课程思政融入的主要困境在于教师课程思政融入意识薄弱、课程思政元素开发能力不足、教学方式的综合运用欠缺、课程思政评价方式单一。基于此,研究认为可以从教师和高校两个方面出发促进师范专业课程思政融入:教师需要树立以德育人观念,探课程思政融入策略;学校可以通过“减”“赋”“增”路径助力课程思政。

美国名师引领项目的实践与启示——以纽约州为例

为了解决教师离职率高、教学质量差距大等问题,在联邦政府额外补贴制的支持下,美国各州相继开发了名师引领项目。通过建立科学有效的选拔、运行和保障机制,较大地提升了名师的引领效果。美国名师引领项目的特点是:各司其职与协同工作并存,提供支持与工作问责并重,引领他人与自我发展并行。对照这些经验,我国在提升名师引领效率方面,应建构名师分类系统,建立名师引领的系统管理体系,完善名师引领的保障体系,并为名师提供专业学习机会。

“优师计划”:西部地区高质量教师队伍建设的政策机遇、现实挑战与路径优化

“优师计划”从源头上推进高质量教师队伍建设,为西部教育补短扶弱,是助力西部地区乡村振兴的重要举措。然而,“优师计划”在西部地区政策落地过程中面临政策保障不足、西部地区特殊需求难以满足、培养院校办学实力不足、利益相关方(考生)自身困惑等现实挑战。为提升“优师计划”在西部地区的执行效果,应强化计划保障力度,夯实计划执行基础;扩大计划执行范围,优化教师规模结构;提升西部地区师范大学办学实力,合理调整招生院校结构;完善西部地区教师人事制度,保障教师权益。通过优化政策实施路径保障“优师计划”在西部地区实施的政策目标,助推西部地区高质量教师队伍建设。

“优师计划”背景下“中学物理实验教学技能训练”课程与教学探讨

在“优师计划”背景下,以新课程标准为理论依据,从物理师范生培养对口西藏中学物理教学视角出发,立足大中物理教学衔接,从宏观上探讨了“中学物理实验教学技能训练”课程与教学内容设计.进而在课程的宏观指导下,给出了课程教学内容的微观实践过程,探讨了师范生物理实验教学技能培养与提升的路径.

美国教育硕士实习质量内部保障机制研究——以斯坦福教师教育项目为例

在以实践取向为中心的教育实习改革背景下,保障教育实习质量成为教师培养质量保障的核心问题。斯坦福教师教育项目采取将外部的要求和标准转化为内部的举措,包括精心设计与组织实习课程,加强实践基地与指导教师团队建设,注重理论融入与反思引导,实施严格的实习评价。美国教师教育机构从质量要求、过程保障、平台保障、师资保障、结果保障等多方面构筑起了严密的教育硕士实习内部质量保障机制,这给我国教育硕士培养机构加强实习质量内部保障、推进实践取向改革提供了参考。

师范专业认证背景下英语专业人才培养模式探究——以安顺学院为例

近年来随着国家不断加强师范教育,作为重要举措的师范专业认证,为师范专业发展指明了方向。以师范专业认证为背景,通过调研,梳理了地方本科高校英语师范专业在人才培养中存在的问题:不同层次高校的培养目标相似,英语专业课程设置缺乏差异性;英语专业选修课设置不合理;教师教育类课程设置存在缺乏特色、学分不足、与英语专业课程关联度不高、教学内容重理论轻实践等问题。针对这些问题,以安顺学院英语专业为例,通过构建地方院校英语专业师范生人才培养模式,优化课程体系,建立跨院系、跨学科的合作机制,在课程教学模式上注重选修课的相关性和专业性,引入前沿技术与教学理念,并加强师范教育课程的实践性,丰富实践教学的内容和方式,以提升英语专业师范生的综合素养与专业能力。

“强师计划”背景下我国体育教育专业发展面临的机遇、挑战及对策研究

“强师计划”的实施给体育教育专业蓬勃发展带来了历史性机遇,也对体育教育专业提出了新的能力要求。本文运用逻辑分析法与政策分析法,分析了在“强师计划”背景下体育教育专业发展所面临的挑战:体育教师资源配置不均、体育教师培训体系不完善、体育教育人才培养僵化、体育信息化能力不足。据此建议:优化体育教师资源配置、完善体育教师培训体系、优化体育教育人才培养、加强体育信息化建设。

乡村教师培训课程的精准设计与实施——以上饶师范学院“国培计划(2021)”小学数学学科送教下乡培训项目为例

对上饶师范学院“国培计划(2021)”江西省原国贫县小学数学学科送教下乡培训项目进行整体规划和科学设计,并将“精准培训”理念贯穿于课程设计和项目实施的全过程。通过对参训教师(乡村小学数学教师)的基本信息、参训意愿和动机及其参训期待等进行调研,并对调研结果进行数据统计和相关性分析,确立了“专题讲座”“优质课示范”和“研课议课”三种培训形式,实现了培训需求的精准匹配;通过研读和对照《中小学幼儿园教师培训课程指导标准(义务教育数学学科教学)》,并结合项目县参训教师“能力诊断”的调研结果,设计了“立德树人”“数学核心素养”“‘双减’提质增效”和“教学设计与实施”等四个培训主题(下设9个培训子主题和17个培训专题),实现了培训主题的精准设计;通过创新培训方法、拓宽培训路径、丰富培训内容,采用了“两阶段四模块”模式(两阶段是指“学”“用”两阶段,两模块是指“学”“用”两个阶段各有两个模块,“学”阶段有“专题讲座、更新理念”“观摩示范、专业引领”两模块,“用”阶段有“集体教研、研课议课”“活学活用、汇报展示”两模块)对参训教师进行培训,实现了培训模式的精准实施。上饶师范学院“国培计划(2021)”小学数学学科送教下乡培训项目结束后,通过参训教师对项目培训进行“评价”,谈“收获”,提“意见和建议”。结果表明,参训教师对上饶师范学院“国培计划(2021)”小学数学学科送教下乡培训项目三种培训形式、四个培训主题和“两阶段四模块”培训模式的评价满意率高,培训效果达到了预期目标,实现了培训效果的精准评估。

美国农村教师队伍建设研究——基于“得克萨斯州农村 TechTeach2+1教师教育项目”的实践经验

“家乡教师项目”是美国农村教师队伍建设的策略之一。作为美国“家乡教师项目”的形式之一,“得克萨斯州农村TechTeach2+1教师教育项目”旨在解决得克萨斯州农村优质教师短缺、保留以及促进教师队伍多样化的问题,并最终提高学生学业成绩。该项目以建立大学与学区间的积极伙伴关系、建立快速教师资格认证途径、拓宽优质本土预备教师供应渠道、为预备教师提供经济支持、为预备教师提供可持续专业发展作为实施策略,在优质农村教师的培养、供应以及留任方面成效显著。研究美国农村教师队伍建设的经验可以为我国提供启迪。

盲区与痛点:师范类专业认证视域下的课程学业评价刍议——基于汉语言文学师范生问卷调查的思考

师范类专业认证所强调的课程目标达成评价本质上即为课程学业评价。在OBE教育理念下,课程学业评价日渐成为常态化教学环节,但基于师范类专业认证的课程学业评价仍然存在盲区和痛点。学生作为评价主体的缺失、缺席、被忽视,这是课程学业评价的盲区;课程目标游离于课程学业评价之外,评价任务缺乏精心设计,评价标准被忽视,这些则是课程学业评价的主要痛点。以“设计”为抓手,构建课程学业评价共同体,是改进和完善课程学业评价的有效途径之一。