A Feasibility Study of Professional Development of Rural Kindergarten Teachers under the Background of"Campus Cooperation"

The successful experience of cooperation between universities and kindergartens at home and abroad can be applied to thecooperative practice between universities and rural kindergartens, which will be helpful to the professional development of RuralKindergartens and the healthy growth of rural kindergartens. In this paper, the state's current policies, advanced theoreticalresearch results at home and abroad and the status quo of rural preschool education were investigated and analyzed. Universitiesand rural kindergartens are expected to establish a good partnership, which is expected to promote rural preschool teachers toachieve better and faster professional growth, and promote the rapid and healthy development of rural preschool education.

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.

A study on the current situation and factors influencing the professional commitment of private kindergarten teachers

This study investigated the professional commitment of kindergarten teachers in a private kindergarten located in Jinan,Shandong Province,China.The research employed a questionnaire and utilized correlation analysis to examine the factors influencing the professional commitment of private kindergarten teachers.The findings revealed that the overall level of career commitment among private kindergarten teachers was moderately low.Among the three dimensions of professional commitment,namely,continuance commitment,affective commitment,and normative commitment,the affective commitment dimension exhibited a relatively high level,whereas the continuance commitment and normative commitment dimensions showed relatively low levels.Significant differences in professional commitment levels were observed based on teacher age,education level,age of children,salary,and class size.However,no significant differences were found based on teacher specialty,position,and teaching experience.

Analysis of English Teachers＇ Professional Development in Rural Primary Schools Taking the Surrounding Areas in Linyi as an Example

This thesis tries to explore the problems of the rural English teachers＇ professional development and aims to give some hints on teachers＇ professional development and future teacher training. This thesis makes a survey to 20 rural English teachers from 10 primary schools in the surrounding areas of Linyi City. The survey mainly focuses on the following four aspects： basic situation of the teachers, knowledge of English language and teaching skills, teachers＇ motivation, and self-analysis of their development. With an analysis of the results of the investigation, the author wants to evoke teachers＇ and researchers＇ awareness for improving English language teachers＇ professional development in rural primary schools

On the Professional Development of Teachers in Public Security colleges and universities

Teachers in public security colleges and universities are faced with professional dilemma in the process of carrying out education, which brings many problems to the development of public security education in our country. Therefore, to reshape education concept from the teaching and research point of view, develop professional level of public security colleges and universities, and create a good team ofteachers are the most important cause of public security education.

Studies on College English Teachers' Professional Development

College English Teachers are the main force in China's college English teaching.Their professional development has great impact on the quality of college English education.In this study,120 college English teachers in colleges and universities in Kaifeng were investigated.It revealed many problems about college English teaching staff such as unreasonable structure of professional titles,weak scientific research ability and strenuous class teaching task etc.The study analyzes the affecting factors and puts forward the corresponding strategies concerning College English Teachers' professional development.

An Analysis of Teacher's Professional Development of Higher Vocational Education

Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.

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.

Needs analysis of professional development of middle school English teachers in rural areas of Western China： Take Gansu province as an example

Based on the questionnaires and interviews, this paper, in terms of target needs and learning needs, analyses the needs of professional development of the middle school English teachers in rural areas of western China. The analysis shows that all the subjects need to improve the Basic English language skills and knowledge. In-service training and retraining are the effective ways to help develop their professionalism, but due to the limitations of all kinds of obstacles, their learning needs cannot be met. Only by the concerted efforts by the society and the teachers themselves, the problems arising in their professional development can be solved.

Teacher Professionalism and Professional Development of Chinese Secondary Teachers

The paper refers to some classic texts on professionalism/professionalization which offer a spectrum of different interpretations and shed light on the possible confusion of the terms,with critique on the classic functionalist claims and the emergence of new professionalism.The paper illustrates the history of Chinese secondary teachers over the last few decades,and tries to examine the implications of western conception of teacher professionalism and the professional development of Chinese secondary teachers.With the current trend toward globalization,Chinese teachers professionalism will take on a look of global professionalism(dominated by western professionalism),while with China's own context playing a role in its development.

Incorporating the Reflective Approach into Teacher Professional Development

There exists an increasing tendency in the ELT field that the teaching is referred as a profession. In our context, being professional means being the effective teacher, which is required to develop continuously throughout the whole career. Teacher professional development, in this article, mainly the issue of teacher professional self-development is discussed. In order for that to be realized, the reflective approach is bring introduced. Here, the reflective approach is primarily based on doing Action Research that includes Rettospective technique, Observation technique, Questionnaires and Interviews and Case Study.

Leadership, Professional Development and Teachers＇ Practice in Bedouin High Schools

The purpose of this paper is to explore the Bedouin educational system from the leadership context and its relation with professional development and to test professional development impact on teachers＇ practice. The research relies on the theory of full range leadership model and professional development and teaching practice. Design/methodology/approach-the questionnaires assessing the variables of interest were completed by 306 teachers in 22 Bedouin high schools in the Negev in south of Israel, in addition to an interview with 10 principals. As results of the study, hypotheses which expect a positive relationship between transformational and transactional leadership and professional development have been rejected. On the other hand hypothesis that expects no relationship between laissez-faire leadership and professional development and hypothesis which expects a positive relationship between professional development and teachers practice have been accepted.

A Study on the Professional Development Strategies of English Teachers in Rural Primary and Secondary Schools

In the new round of development, the government should not only focus on the development of large enterprises, but also on small enterprises that can grow explosively. According to the growth characteristics of unicorn enterprises, the "Guidelines for the Cultivation of High-Growth Enterprises" should be formulated at the provincial level. On the basis of the clear definition of highgrowth enterprises, the classification criteria are defined. A set of government support mechanisms for enterprise selection, approval and support should be established. In addition, a set of positive support policies should be adopted for different types of enterprises in land use, financing, taxation, technology, talent recruitment and other aspects.

A Study of New Ways of Professional Development of Rural Teachers Supported by Information Technology

Teacher professional development has been put forward since the 1980s. After nearly 30 years of theoretical research and practical exploration, it has become a common concern of many countries in the world. It is the mainstream discourse of teacher education reform. As a special group of teachers in our country, the professional development of rural teachers is directly related to the improvement of the quality of education in rural schools. In this paper, information technology was briefly analyzed, and the problems in the professional development of teachers in rural schools were discussed;finally, strategies of rural school teachers' professional development supported by information technology were put forward.

PCK and ESP Teachers＇ Professional Development

This study, from the perspective of ESP(English for Special Purposes) teachers' professional development, focuses on thecurrent PCK of ESP teachers in higher vocational colleges. Based on PCK theories combining with ESP teachers professionalismtheories, this thesis comes out with a research gap by analyzing the literature reviews both on PCK and ESP Teachers' Develop-ment.

On professional development of college English teachers

This paper focuses on college English teachers’ self-development.First it explains its implication and significance,describes the present condition of English teaching at colleges,and then presents methods of college English teachers’ self-development.

A Study on Teacher Autonomy in English Language Teacher's Professional Development in Vocational Colleges

Teacher professional development(TPD), which is related with teacher education, has been the topic of vital significance in the world educational reform. There are diverse modes and approaches of teacher development, among which, teacher autonomy(TA) is a new concept. It is relatively new and has received insufficient attention in China, especially in vocational colleges. The related research of this kind on English teachers in vocational colleges is far from enough. Based on this situation,some investigations were conducted on the topic of TA among 5 vocational colleges in Kunming, Yunnan Province. By utilizing questionnaires and interviews as the main investigation tools, the present author conducted the survey of the current situation of the English teachers' professional development and the existing problems, aiming at exploring the effective ways of promoting English language teachers'(autonomy) development in the context of vocational colleges.

Action Research——the Way to Enhancing Teacher Professional Development

This paper introduces the notion of action research in its international academic context. Action research is potentially beneficial to both pre-service teachers and in-service teachers in their professional development and it should play an important role in the curriculum renewal of English teaching methodology in China.

The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies

With the rapid advancements in technology,especially in digitalization and intelligence,numerous modern technologies have poured into rural schools,effectively improving their informatization conditions.Nevertheless,these technologies remain detached from rural teachers,failing to significantly enhance the quality of education and teaching in rural areas.Rural education is a crucial aspect of ensuring balanced development in education.The question of how to enhance rural teachers’technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues.To better address this question,this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement.It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities,difficulties in obtaining quality teaching resources,and the lack of continuous technical support and update mechanisms.Based on these findings,specific pathways such as strengthening rural teacher training,optimizing the allocation of educational resources,and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.