The development of information and technology has changed education namely teaching and learning.This paper analyzed the main characteristic of university teachers’professional growth in digital era by theoretically ...The development of information and technology has changed education namely teaching and learning.This paper analyzed the main characteristic of university teachers’professional growth in digital era by theoretically analyzing the impact on education of information and technology.In the new era,teachers should assume more abundant roles,such as lecturer in the classroom environment,model of students’life,mentor/instructor,teaching evaluator,resource developer,planner,leader and manager,etc.Teachers in the digital era should own the qualities of“foundation”,“growth”,and“expansion”.On this basis,several suggestions for promotion of teachers’professional growth have been given.It is necessary to explore the way of professional growth for university teachers in the IT age by constructing a UGIT collaborative“front and behind continued”teacher cultivation mechanism;exploring a practice-oriented,precise,scientific and demand-driven cultivation model;and strengthening the training of teachers’IT application ability.展开更多
The discontinuous educational thoughts of Bollnow have provided a new perspective for our exploring the growth of Kindergarten teachers and We can rethink the drawbacks of linear development and static thinking with i...The discontinuous educational thoughts of Bollnow have provided a new perspective for our exploring the growth of Kindergarten teachers and We can rethink the drawbacks of linear development and static thinking with it. Kindergarten teachers＇ growth is the unity of continuity and discontinuity. ＂Crisis＂, ＂encounter＂, ＂awaking＂ and ＂exhortation＂ all can break off the continuity of professional growth of kindergarten teachers, put kindergarten teachers＇ growth into the stage of discontinuity, promote the kindergarten teachers to make a positive self adjustment in shocks, and open up a new stage for kindergarten teachers＇ growth. In order to promote kindergarten teachers＇ active self adjustment in shock, and impel kindergarten teachers to step out oftheir＂comfort zone＂, preschool teachers should try their best to overcome the tendency of＂comfort zone＂ and strengthen the spirit of reflection. The kindergarten should create a rich and colorful cultural environment, and establish a cooperative research community for kindergarten teachers.展开更多
In this paper,I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’experiences in a particular Toronto-Shanghai/West-East Sister School reciprocal learning...In this paper,I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’experiences in a particular Toronto-Shanghai/West-East Sister School reciprocal learning partnership.I show how this narrative inquiry process is informed by a Deweyan way of thinking about experience and is enriched by the Confucian idea of being a good guest.I illustrate how this inquiry process involves teachers and researchers as collaborative and reciprocal learners on the Dao of further personal and professional growth and learning.I suggest that conducting narrative inquiry in a Canada-China interschool setting could give rise to West-East reciprocal learning communities that have the potential of bridging the cultural and historical narratives that underlie Chinese and North American education.It could also create the harmonious and democratic educational conditions for fostering global citizens as learners in our 21st century.展开更多
基金funded by the humanities and social sciences research project of the Ministry of Education of the People’s Republic of China(2021):Tracking research on school adaptation of retired college students from the perspective of“Location Changes in Barracks and Universities”(Project No.:21YJC880101).
文摘The development of information and technology has changed education namely teaching and learning.This paper analyzed the main characteristic of university teachers’professional growth in digital era by theoretically analyzing the impact on education of information and technology.In the new era,teachers should assume more abundant roles,such as lecturer in the classroom environment,model of students’life,mentor/instructor,teaching evaluator,resource developer,planner,leader and manager,etc.Teachers in the digital era should own the qualities of“foundation”,“growth”,and“expansion”.On this basis,several suggestions for promotion of teachers’professional growth have been given.It is necessary to explore the way of professional growth for university teachers in the IT age by constructing a UGIT collaborative“front and behind continued”teacher cultivation mechanism;exploring a practice-oriented,precise,scientific and demand-driven cultivation model;and strengthening the training of teachers’IT application ability.
文摘The discontinuous educational thoughts of Bollnow have provided a new perspective for our exploring the growth of Kindergarten teachers and We can rethink the drawbacks of linear development and static thinking with it. Kindergarten teachers＇ growth is the unity of continuity and discontinuity. ＂Crisis＂, ＂encounter＂, ＂awaking＂ and ＂exhortation＂ all can break off the continuity of professional growth of kindergarten teachers, put kindergarten teachers＇ growth into the stage of discontinuity, promote the kindergarten teachers to make a positive self adjustment in shocks, and open up a new stage for kindergarten teachers＇ growth. In order to promote kindergarten teachers＇ active self adjustment in shock, and impel kindergarten teachers to step out oftheir＂comfort zone＂, preschool teachers should try their best to overcome the tendency of＂comfort zone＂ and strengthen the spirit of reflection. The kindergarten should create a rich and colorful cultural environment, and establish a cooperative research community for kindergarten teachers.
文摘In this paper,I demonstrate a way of conducting narrative inquiry that is oriented towards understanding and improving teachers’experiences in a particular Toronto-Shanghai/West-East Sister School reciprocal learning partnership.I show how this narrative inquiry process is informed by a Deweyan way of thinking about experience and is enriched by the Confucian idea of being a good guest.I illustrate how this inquiry process involves teachers and researchers as collaborative and reciprocal learners on the Dao of further personal and professional growth and learning.I suggest that conducting narrative inquiry in a Canada-China interschool setting could give rise to West-East reciprocal learning communities that have the potential of bridging the cultural and historical narratives that underlie Chinese and North American education.It could also create the harmonious and democratic educational conditions for fostering global citizens as learners in our 21st century.
