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The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies
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作者 Hailang Chen Jianhua Huang 《Journal of Contemporary Educational Research》 2024年第5期240-246,共7页
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,t... 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. 展开更多
关键词 teacher professional development Emerging technologies Lifelong learning
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Professional Learning Communities(PLCs)of Chemistry Teachers
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作者 Rachel Mamlok-Naaman 《Journal of Chemistry and Chemical Engineering》 2020年第1期30-36,共7页
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 ... 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. 展开更多
关键词 teachersprofessional development professional learning communities(PLCs) professional learning communities close to home action research diagnostic questions
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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
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作者 Xiuying Wu Lingjia Chen 《Journal of Contemporary Educational Research》 2021年第12期24-31,共8页
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 fro... 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. 展开更多
关键词 Java Programming Blended learning teachers role Teaching and research form
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Research on the Strategy of Online Learning Community to Promote the University Teachers' Professional Development
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作者 Yuyin Jiang Jinsong Zhang 《Journal of Zhouyi Research》 2014年第3期20-22,共3页
关键词 高校教师 专业发展 网上学习 社区 在线学习 学习机制 结构体系 文化认同
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A Survey into Teachers' Roles in Web-based College English Autonomous Learning 被引量:1
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作者 缪海燕 《Sino-US English Teaching》 2006年第4期52-56,共5页
The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers' roles in this learning process in students' perception through the m... The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers' roles in this learning process in students' perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers' roles in such a way, in the hope of providing some implications for web-based college English autonomous learning. 展开更多
关键词 WEB-BAsED autonomous learning teachers roles
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The Role of Teacher Professional Development in Improving Teaching Quality and Student Learning Outcomes
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作者 Li Xia 《Education and Teaching Research》 2024年第2期53-58,共6页
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... 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. 展开更多
关键词 teacher professional Development(TPD) Teaching Quality student learning Outcomes Mixed-Methods Research Educational Policy Adult learning Theory Pedagogical Content Knowledge
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An Analysis of Teacher's Professional Development of Higher Vocational Education
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作者 莫艳萍 《海外英语》 2016年第20期236-237,240,共3页
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 qualif... 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. 展开更多
关键词 higher vocational education teachers professional development
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Strategies on Promoting Transformative Learning of College English Teachers 被引量:1
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作者 Wenbo Zhao 《Journal of Contemporary Educational Research》 2021年第1期53-56,共4页
Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strate... Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strategies on promoting transformative learning of college English Teachers. 展开更多
关键词 Transformative learning teacher learning Mesirow’s theoretical model sTRATEGIEs
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A Case for Reevaluating Teacher's Role in Data-Driven Learning (DDL) of English Articles
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作者 赵娟 《海外英语》 2013年第19期31-32,共2页
A case study has been made to explore whether the teacher’s role in data-driven learning(DDL)can be minimized.The outcome shows that the teacher’s role in offering an explicit instruction may be indispensable and ev... A case study has been made to explore whether the teacher’s role in data-driven learning(DDL)can be minimized.The outcome shows that the teacher’s role in offering an explicit instruction may be indispensable and even central to the acquisi tion of English articles. 展开更多
关键词 DDL GRAMMAR learning teachers role learner-center
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从协同到求异:指向教师专业发展的U-S合作优化研究 被引量:1
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作者 汪明帅 杨扬 《教师发展研究》 2024年第2期83-90,共8页
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... 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。 展开更多
关键词 U-s合作 教师专业发展 协同 求异
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Learning by doing: Software project management course education
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作者 HUANG Long-jun DAI Li-pin GUO Bin LEI Gang 《通讯和计算机(中英文版)》 2009年第9期35-38,61,共5页
关键词 软件项目管理 课程教育 教学模式 学习 有效管理 软件编程 培养目标 学生
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Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data
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作者 Gerasimos Vlassopoulos George Albert Karikas +4 位作者 Efstathia Papageorgiou Ioannis Psaromiligkos Niki Giannouli Pigi Vlassopoulou Petros Karkalousos 《Journal of Intelligent Learning Systems and Applications》 2024年第3期316-339,共24页
E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a mo... E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant. 展开更多
关键词 Information and Communication Technologies (ICT) Distance learning E-learning students Opinions Education in Greece I.C.T. in Greece sTUDENTs Pupils Adults Adult students MOODLE MOOC (V.H.s.) Vocational High schools (s.H.V.T.) schools of Higher Vocational Training VOCATIONAL profession Interactive Lessons Courses Training Laboratory Course secondary Education Automotive systems Car systems
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Professional Learning Communities in Private Schools in Bahrain and Oman:Reflection on Two Cases
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作者 Osama Al Mahdi Marloes De Munnik +1 位作者 Luke Meinen Marissa Green 《ECNU Review of Education》 2023年第3期469-484,共16页
Highlights•This study explores features of professional learning community(PLC)models in the educational contexts in Bahrain and Oman.•Findings based on the case studies of PLCs in two private schools in Bahrain and O... Highlights•This study explores features of professional learning community(PLC)models in the educational contexts in Bahrain and Oman.•Findings based on the case studies of PLCs in two private schools in Bahrain and Oman,and theoretical input from international PLC literature has implications for policy and practice.•Study recommends promoting PLC approaches in the Bahraini and Omani educational systems in pre-and in-service teacher training programs,adapting best international PLC practices to the specific educational contexts of Bahrain and Oman,preparing school principals to lead PLC in their schools,providing human and financial support to these communities,and making school cultures more collaborative.•This study highlights the importance of the PLC approach,expands the existing conceptual/analytical framework,demonstrates how this approach is being used in two schools,and encourages other practitioners and researchers to embrace PLC. 展开更多
关键词 Education policy educational leadership Gulf region POLICY professional learning community teacher professional development
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基于PDSA循环的教师课例研修模式及应用实证 被引量:2
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作者 张妮 穆佳男 《教师发展研究》 2023年第1期63-72,共10页
PDSA(计划—执行—审视—改进)循环是一种质量管理行动框架,因其能有效地发现并解决问题,逐渐在教育领域获得不断实践和发展。为解决当前课例研修运行模式和活动设计的规范性和实效性不足等问题,在PDSA循环的指导下,重构了教师课例研修... PDSA(计划—执行—审视—改进)循环是一种质量管理行动框架,因其能有效地发现并解决问题,逐渐在教育领域获得不断实践和发展。为解决当前课例研修运行模式和活动设计的规范性和实效性不足等问题,在PDSA循环的指导下,重构了教师课例研修模式,开展了两轮PDSA课例研修活动,并使用准实验研究和课堂观察相结合的方法验证了基于PDSA循环的教师课例研修模式的应用效果。研究结果表明,基于PDSA循环的教师课例研修既提高了学生学习兴趣和满意度,也提升了教师信息化教学能力。 展开更多
关键词 课例研修 PDsA循环 教师专业发展
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FROM TEACHER GROUP TO LEARNING COMMUNITY:TOWARDS AN INTEGRATED FRAMEWORK FOR STUDYING COLLEGE ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT 被引量:3
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作者 刘永灿 《Chinese Journal of Applied Linguistics》 2007年第5期75-83,129,共10页
Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professio... Among the research of language teachers' professional development in the course of reform,most studies take a psychological or cognitive approach and largely neglect the social element in a teacher's professional growth.This paper,therefore,is intended to build up a theoretical and analytical framework for a large-scale on-going study that looks at college English teachers' professional development from a sociological and anthropological perspective.The notion of learning community constitutes the core of the theoretical framework that orients the author's understanding of the tensions and conflictions in teachers' socialization into the teacher community within the context of radical change.In particular,the literature on three dimensions of the learning process is critically reviewed,i.e.personal dimension,interpersonal dimension and organizational dimension. 展开更多
关键词 community of practice learning community teacher professional development teacher learning in work context
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Unpacking the Relationship Between Teachers’Perceptions of Professional Learning Communities and Differentiated Instruction Practice 被引量:1
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作者 Sally Wai-Yan Wan 《ECNU Review of Education》 2020年第4期694-714,共21页
Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education co... Purpose:This exploratory study investigates the relationship between teachers’perceptions of professional learning communities(PLCs)and their differentiated instruction(DI)practice in a Hong Kong primary education context.Design/Approach/Methods:Three subsidized primary schools participated in the study.A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.Findings:Using principal component analysis,three dimensions of PLC engagement were identified:student learning,reflective dialogue,and shared and supportive leadership.Two distinctive PLC engagement profiles were generated based on cluster analysis:high PLC engagement and low PLC engagement.Teachers’PLC engagement profiles were correlated with their DI practices.Originality/Value:The findings have implications for fostering teacher engagement in PLCs.Increased teacher participation in PLCs has great potential for promoting the use of DI. 展开更多
关键词 Cluster analysis differentiated instruction(DI) Hong Kong professional learning communities(PLCs) teacher leadership
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Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom
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作者 鞠艳霞 《海外英语》 2012年第19期68-70,共3页
This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies throug... This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal. 展开更多
关键词 learnER AUTONOMY learning sTRATEGIEs teachers rol
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The Discontinuity of Kindergarten Teachers' Growth——Analysis Based on Bollnow' s Thoughts of "Discontinuous Education"
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作者 SUN Shucun 《International English Education Research》 2018年第4期1-3,共3页
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
关键词 professional growth of kindergarten teachers Bollnow' s "discontinuous educational" thoughts discontinuity
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教师专业学习社群研究:范式、旨趣与论述 被引量:4
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作者 尹弘飚 秦晗 《华东师范大学学报(教育科学版)》 CSSCI 北大核心 2024年第3期61-77,共17页
教师专业学习社群是当前教师专业发展与教师学习研究领域的一个主要议题。历经三十余年的演进,建立和发展教师专业学习社群以促进教师学习、提升学校效能已成为各主要国家教育政策与学校改革的共识。与之相应,研究者对不同情境中的教师... 教师专业学习社群是当前教师专业发展与教师学习研究领域的一个主要议题。历经三十余年的演进,建立和发展教师专业学习社群以促进教师学习、提升学校效能已成为各主要国家教育政策与学校改革的共识。与之相应,研究者对不同情境中的教师专业学习社群也已开展了广泛且深入的探究,然而已有研究都未能系统检视教师专业学习社群研究与实践所持的价值立场、求知兴趣与研究意图。借鉴哈贝马斯所界定的认知旨趣,我们归纳了已有教师专业学习社群研究所遵循的三种研究范式(技术性、实践性与批判性研究范式)及其衍生的六种研究论述(重构论述、效能论述、社群论述、文化论述、批判论述与转变论述),总结了不同研究范式下研究者对教师专业学习社群所持的基本主张、研究重点与发展概况。基于本文所做的范式性分析,我们讨论了研究者应该如何看待三种研究范式之间的关系,并展望了不同范式中教师专业学习社群研究未来可能的发展方向。 展开更多
关键词 教师专业学习社群 研究范式 认知旨趣 研究论述
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中国学校情境中的教师专业学习社群:特点、成效与性质
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作者 尹弘飚 孙漪 《西北师大学报(社会科学版)》 CSSCI 北大核心 2024年第4期91-99,共9页
中国上海学生在国际学生评估项目的优异表现引起了世界范围内教育者和研究者们的广泛关注,而教师专业学习社群被认为在其中发挥了十分重要的作用。中国教师专业学习社群植根于教研组和教研制度之中,是教师们进行在职学习与专业发展的重... 中国上海学生在国际学生评估项目的优异表现引起了世界范围内教育者和研究者们的广泛关注,而教师专业学习社群被认为在其中发挥了十分重要的作用。中国教师专业学习社群植根于教研组和教研制度之中,是教师们进行在职学习与专业发展的重要平台。基于笔者关于我国学校情境中教师专业学习社群的实证研究结果,本文从教师文化的角度,探讨了中国教师专业学习社群的独特之处,分析了教师专业学习社群对教师发展所起的作用,并重新界定了中国教师专业学习社群的性质。这些工作体现了教师专业学习社群的中国实践对理论发展可能做出的贡献。在此基础上,我们提出未来中国教师专业学习社群的发展应关注三个要点,即重“质”而不重“量”、重“形”更要重“神”、“借鉴”的同时还要“扬弃”。 展开更多
关键词 教师专业学习社群 教师文化 中国文化 学校情境 教师学习
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