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.

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.

Teacher Professional Development Approach: Action Research

Theory and practice, researchers and practitioners are usually isolated in traditional education research, so much so that the research results can not solve the problems that teachers encounter in their teaching practice. As a new mode, action research provides a bridge linking theory and teaching practice as well as a way to promote teacher development.

On Teacher Professional Development under Online Micro-Course Community

Online micro-course community promotes effect on teacher professional development.The purpose of this community is to construct new knowledge and develop the potential of individual teacher.Finally,the aim of improving the comprehensive quality of teachers is achieved.The connotation and essence of online micro-course community,the effectiveness of its application in the field of teacher learning community,the key factors influencing the teachers’learning mechanism,online micro-course community building and a series of questions are discussed from the points of view of English teachers.

An Interview-Based Study of the Factors Influencing the Quality of Professional Training of Science Education Graduates

The proposal of the strategy of developing the country through science education has clarified China’s demand for the development of the science and education industry and the cultivation of science and education talents,and the birth of Science Education majors is an important link in the cultivation of scientific literacy.Based on the grounded theory,we interviewed three Science Education graduates from a university and coded the interview data by using NVivo 12.0 to find eight important factors affecting their professional training and employment choices.The factors are“social factors,”“individual career choice factors,”“campus resources,”“employment advantages,”“professional self-development,”“teacher factors,”“planning for further education and employment,”and“student motivation.”This study analyzes the interaction between the influencing factors,constructs a theoretical model of the influencing factors of the quality of Science Education professional training,explores the problems of the training process of Science Education majors and employment dilemmas,and puts forward corresponding suggestions.

Professional Learning Communities(PLCs)of Chemistry Teachers

The models of Professional Learning Communities(PLCs)are based on principles of learning that emphasize the co-construction of knowledge by learners,who in this case are the teachers themselves.Teachers in a PLC meet regularly to explore their practices and the learning outcomes of their students,analyze their teaching and their students’learning processes,draw conclusions,and make changes in order to improve their teaching and the learning of their students.It was found that participation in a PLC influences teaching practice,so teachers become more student-centered.Moreover,the teaching culture improves as the community increases the degree of cooperation among teachers,and focuses on the processes of learning rather than the accumulation of knowledge.This enables students to be innovative,creative,and critical.In addition,trust is developed among the participants,which enables them to discuss and analyze their students’cognitive and affective problems,misconceptions,and learning outcomes.

The Role of Teacher Professional Development in Improving Teaching Quality and Student Learning Outcomes

This study investigates the impact of Teacher Professional Development(TPD)on teaching quality and student learning outcomes.Utilizing a mixed-methods approach,the research draws on quantitative data from standardized test scores and qualitative insights from teacher interviews and classroom observations.The findings indicate a strong positive correlation between TPD,as measured by self-assessment and peer evaluation,and improvements in teaching practices.These enhancements in teaching quality are further shown to have a significant impact on student learning outcomes,including academic achievement,critical thinking,and engagement.The study also presents case studies that highlight the transformative potential of TPD in various educational contexts.Limitations include the generalizability of the sample and the correlational nature of the study design.The research concludes with policy implications,emphasizing the need for increased investment in TPD,customization of TPD programs,and the promotion of a collaborative culture within schools.Future research directions are suggested to further explore the long-term effects of TPD and the most effective models for professional development.

从协同到求异:指向教师专业发展的U-S合作优化研究

U-S合作是教师专业发展的重要举措。审视U-S合作的历程可知,U-S合作致力于多方位促进教师专业发展,协同逐渐成为U-S合作促进教师专业发展的底层逻辑。随着合作的持续推进,这一底层逻辑在促进教师专业发展方面所潜在的矛盾也逐渐暴露出来。一方面,大学与中小学的文化差异阻碍了协同的深度发生;另一方面,为了实现大学与中小学的协同,双方不得不做出诸多的妥协,在妥协的语境下,中小学教师往往面临着主体性丧失的风险。与之相对,在求异这一核心理念的引领下,跨界学习旗帜鲜明地提出了“差异即资源”的主张,并通过互动场域的营造和互动系统的建构,为“差异即资源”提供了现实可能,也为优化U-S合作提供了新的思路。

社会文化理论视角下高校研究型外语教师专业发展叙事研究

基于社会文化理论,运用叙事研究法,深描一位高校研究型英语教师的专业成长故事,以探究其专业发展路径。研究发现,高校研究型外语教师的发展路径驱动于外部环境刺激下的自主发展能动性,促成于外部环境中的重要他人与文献阅读中介资源,实现于学术写作、学术会议汇报、讲座分享和教学反思。根据研究对象的专业发展路径,尝试修订了适用于高校外语教师专业发展的模型图,在个人维度上,从主动发展意识变更为自主发展能动性;在外部因素维度中添加“外部环境”一项,强调外部环境的助推作用;将实践维度细分为学术写作、学术会议汇报、讲座分享和教学反思四项,凸显实操性,以期为高校新入职教师和中级职称教师群体的专业发展提供启示。

学习型组织下幼儿教师同课异构教研路径重构

学习型组织遵循个体发展助力组织发展的逻辑,以求实现个体发展与组织优化的目标。借鉴学习型组织的思路和五项修炼模式,探索组织发展助力个体发展的幼儿教师同课异构教研新思路,更契合幼儿教师教研实际情况。通过涵养共同愿景,达成同课异构教研的参与共识;促成团队学习,注重同课异构教研的分层指导;浸润系统思考,挖掘同课异构教研的广度深度;改善心智模式,拓展同课异构教研的多维角度;实现自我超越,达成同课异构教研的最终目的,实现学习型组织下幼儿教师同课异构的深度教研,促进幼儿教师专业化发展。

人文取向的当代西方教师情感研究

人文取向的教师情感研究关注教师作为一个整全的人的发展,强调教师发展的主体性和精神性特质。通过对已有文献的综述,发现人文取向的教师情感研究汲取心理学、社会学等不同学科的研究成果,但这一取向主要关注教师职业所内含的主体状态和精神性,常常通过隐喻等方式展开对教师精神内涵的可能性想象。同时,这一取向认为教师的精神是在日常教学饱含情感的实践中生发的,教师全身心投入的教学实践体现了具身的审美性。在研究方法上,人文取向的教师情感研究常通过叙事、传记等形式展开,在研究路径上强调研究者的“亲证”立场。

“三层联动”区域网络研训创新:模型建构与实施成效

当前,教育高质量体系建设是基础教育高质量发展的核心特征,素养导向的教学是落实教育高质量体系建设的重要抓手。依托教师专业发展助推素养导向教学大规模常态化落地,是区域教育高质量发展迫切的需求。在此背景下,教师专业发展支撑体系弊端日益凸显,面临着持续升级的巨大挑战,大规模的教师现代性成长存在研训活动分离、脱离教学实践情境、培训精准性不足、缺乏专业引领等问题,实现素养导向教师理论学习建构、实践能力转化的双重发展成为区域大规模教师专业发展模式创新的重要突破点。该文探讨了当下课改情势下区域大规模教师专业发展指向素养落地实践的现实性问题,立足于宏观政策背景,依托教师多样化发展诉求,分析多层联动的必要性,构建了新型“三层联动”区域网络研训模型。该模型基于数字化技术与系统平台融合性支撑,协同高校、教科研部门及信息化企业等多元主体的专业力量,实现教师共同体差异化组建、资深专业化跟进指导、素养实践能力提升与区域性辐射,以期为大规模教师个性化、协同化、系统化、持续化、精准化专业发展的现代性需求贡献创新性解决方案。模型应用于区域教师专业发展实践开展了场景化验证,获得了有效性反馈,为教育高质量发展背景下区域教师大规模高速发展提供了操作性的实践抓手。

幼儿园教师教育研究力发展的现状与策略

教育研究力是教师专业素养的综合表征,是教师专业实践由知走向知行合一的重要支撑。幼儿园教师的教育研究力具有鲜明的实践属性,它涵盖教师的研究动力、研究态度、专业知识、研究方法以及创新能力等诸多方面。幼儿园教师教育研究力的发展受到职前培养、职后培训、工作条件支持等多方面的影响,可以从完善教研制度和园本培训体系、发展教师的学习力和激发教师内在的专业发展驱力等方面予以支持。

“嵌入式”教师学习的发生机制与实现路径

有效务实的教师学习能够促进教师专业发展,助力高质量教师队伍建设。长期以来,教师培训由于以专家设计的一般性理论为主,忽视了与教师课堂教学实践真实性情境的整合。“嵌入式”教师学习主张将教师的日常工作嵌入学习之中,倡导教师教学和专业发展共同推进。教师在具身实践中发现问题、在实践反思中提出问题、在协同互动中分析问题和在迁移运用中解决问题,是“嵌入式”教师学习的发生机制。培育教师生命发展的价值自觉,推进校本教研过程化,加强专业学习共同体制度化和发挥技术的“代具”作用,是“嵌入式”教师学习实现的路径。

课堂研究共同体对教师专业发展的价值及其实现策略

教师职后教育是教师专业发展的主要路径,在中国式教师教育体系中具有重要地位。中小学教师职后教育因其现存问题限制了教师专业发展,亟待构建学、教、研结合的具有共生理念和对话机制的课堂研究共同体。课堂研究共同体是以团队形式开展课堂研究、以教师专业发展为根本目标的共生样态教研共同体,它可以有效推动教师实现全面而个性化的专业发展,营建教师群体持续学习的“学习场”,构筑适宜教师专业发展的教研文化共生环境。基于真实案例的探究,要发挥课堂研究共同体的强师价值,应构建自愿、平等、异质的课堂研究共同体,树立共同愿景后开展知识管理,课堂研究凸显专业性并与信息技术深度融合。

中小学教师专业发展研究态势的分析与建议

利用中国学术期刊网络出版总库(CNKI)作为数据来源,对中小学教师专业发展进行了分析,以直观方式揭示教师专业发展的研究态势。通过对教师专业发展研究特征的深入分析,发现部分领域研究不足,对未来研究提出建议。

县域中小学校本教研困境与突破路径

教育质量在教师,教师水平在教研。校本教研作为我国基础教育的独特经验,是提高教师教育教学理论水平和教学能力的重要途径。然而,由于县域中小学校对校本教研工作缺乏深刻的认识和重视程度不足,校本教研存在管理不完善、主体性不足等诸多问题,制约着教师的专业化水平及进程。通过参与式观察、教师访谈等方法,对L县中小学校本教研存在的问题进行深入分析,提出优化县域中小学校本教研路径,深化校本教研的实效性和导向性,破解县域中小学教师专业成长的困境。为今后县域中小学实施有效的校本教研治理、建设县域基础教育高质量教育体系提供有益借鉴和向度。

基于虚拟教研室的高校教师人机协同教研现状与推进路径

随着现代数字技术的飞速发展,传统的教研模式正经历着深刻的变革,虚拟教研室作为教育数字化的重要产物,正逐渐成为教研活动的新平台。文章在阐述虚拟教研室和人机协同教研相关概念的基础上,分析了当前虚拟教研室及人机协同教研的发展现状,并提出了基于虚拟教研室开展人机协同教研的进路,包括搭建人机协同教研空间、加强教研资源管理与共享、促进教研知识创新生成、建立人机协同教研评价体系等,以期促进高校教师专业发展和高等教育高质量发展。

“双新”背景下高中物理教师专业发展现状及对策探研——基于N市四所重点高中的深度调研

基于核心素养的新教材和新高考模式的实行,对高中教师的专业能力与素养提出了更高的要求。教师专业能力水平的高低成为决定学校教育质量能否提升的关键因素。该调研从一线教师视角出发,采用实地走访、问卷调查、个案分析、教师叙事、对比分析等方式,对N市4所重点高中的物理教师的专业发展现状进行深度调研和剖析,总结这几所学校的物理教师在专业发展过程中出现的共性问题,然后从教师个人、学校及教育管理部门三方互助协作的角度,针对性地提出适应地方特色的解决策略。

AI-Enabled High-Quality Development of Teaching Research:Theoretical Framework,Practice Blueprint,and Development Vein of Intelligent PrecisionTeaching Research

Intelligent technology will change the measures,concepts,and methods of teaching research which should be not merely precision but intelligent.Intelligent precision teaching research will become the new method and form of the development of teaching research in the era of intelligence.The paper brings forth the theoretical framework of intelligent precision teaching research,including its definition,characteristics,technological environment,and approaches,and designs the practice blueprint of“one center,two paths,three principles,four objectives,and five tasks.”It introduces the initial effects of the practice of intelligent precision teaching research and looks forward to the future prospects of this practice.