The Forming Mechanism of Foreign language Teachers＇ Professional Development Community

Learning community is an important approach to the professional development of foreign language teachers in colleges and universities. Based on the concept of professional development community, this paper analyzes the common connotation and classification of foreign language teachers＇ professional development community, and constructs the model and forming mechanism of foreign language teachers＇ professional development community, aiming at providing enlightenment and reference for the professional development of foreign language teachers in colleges and universities

Continuing professional development:progress beyond continuing medical education

Continuing medical education(CME)is rapidly evolving into competency-based continuing professional development(CPD)and this is driving change in self-directed CPD programs undertaken by individual practitioners as well as CPD programs or frameworks offered by CPD educators.This progression is being led by many factors including the rapid change in medical knowledge and medical practitioners along with changes in patients and society,healthcare systems,regulators and the political environment.We describe our experiences primarily concerning low-resource environments,in creating the International Council of Ophthalmology(ICO)Guide to Effective CPD/CME and in developing a CPD program for the Cambodian Ophthalmological Society(COS)twinned with the Royal Australian and New Zealand College of Ophthalmologists(RANZCO).At the conclusion of the project,47(100%)Cambodian practicing ophthalmologists were registered in the CPD program and 21(45%)were actively participating in the online COS-CPD program recording.We discuss challenges in CPD,propose solutions to overcome them and recommend developing research in CPD as needed to effectively enhance educational activities with impact in public health.

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.

FROM TEACHER GROUP TO LEARNING COMMUNITY:TOWARDS AN INTEGRATED FRAMEWORK FOR STUDYING COLLEGE ENGLISH TEACHERS' PROFESSIONAL DEVELOPMENT

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.

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.

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

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.

Autonomous Development Strategies for College English Teachers in a Mixed-mode Learning Community

At present,the improvement of the quality of higher education and the improvement of the professional ability and comprehensive quality of college students all depend on the education level and discipline professional ability of teachers in colleges and universities.In the new era of educational reform and development,university teachers also need to continuously learn and progress in order to adapt to changes in the educational environment and the update of the knowledge system.Nowadays,the construction and development of the mixed-mode learning community environment is becoming one of the effective ways for college teachers to improve their learning.From the perspective of the significance of autonomous development of college English teachers in the context of mixed-mode learning community,the current situation and other issues,this article expounds the strategies that promote the autonomous development of college English teachers in the context of mixed-mode learning community to improve the professional quality of college English teachers.

Mechanism and Construction of the Learning Organization

Learning is a basic skill to survive;building a learning organization is a complicated and systemic project.Focusing on "how to build a learning organization",this paper systematically introduces a set of practical skills and approaches considering five main factors,i.e.orientation,system,environment,methods and media,to strengthen the scientific,standardized and efficient construction of a learning organization.

Some Applications of the Learning of the Research on Teacher Development in College English Class

Nowadays much concern has been showed on the research of teacher development and an effective way of teacher development, the action research. From the learning of these researches we get clearer that English teaching and learning is a continuous process in which many interrelated and intrinsic factors work together. Furthermore, we know that teachers＇ beliefs on teaching and learning play an important role in class. During the process of learning and teaching, a teacher＇s own learning from relevant books on education and learning helps a lot in increase teachers＇ awareness about English teaching and learning, and improving the classroom teaching. In this paper three effective applications of the results of the research of teacher development are introduced, which shows that a teacher is a decisive factor in the classroom setting and the research and learning about teacher development is useful for a teacher to improve himself or herself as a teacher.

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

Objectives： To analyse motivation and preferences of pharmacists who participate in CE （continuing education） to develop suitable lifelong learning programmes for pharmacists. Methods： An online questionnaire, which explored the motivation and preferences of the pharmacists to lifelong learning, was sent to all members of the Royal Dutch Pharmaceutical Society （4321） in the Netherlands. The data were analysed using a non-hierarchical clustering technique. Key findings： Two clusters of pharmacists were discovered. Cluster A pharmacists （n = 474） were more motivated by credit points （63.5% vs. 47.2%）, personal interest （84.1% vs. 56.3%）, updating knowledge （73.8% vs. 56.8%） and topicality of CE courses （47.7% vs. 26.1%）. Cluster B pharmacists （n = 199） were predominantly motivated by the aspect ＂duty as a care-giver＂ （97.0% vs. 0 % in cluster A）. Pharmacists who belonged to cluster A tended to be women （60.5%）, often worked part-time （29.3%） and mostly preferred lectures （71.1%）. Cluster B pharmacists consisted of statistically significantly more male pharmacists （52.8%, p = 0.001）, worked more full time （77.4%, p = 0.009） and mostly preferred blended learning （62.3%, p = 0.047）. Conclusions： These results suggest the use of different education formats for different kinds of pharmacists to participate in CE activities.

成熟型教师学习动力的影响因素分析:基于系统动力学的视角

高素质专业化教师队伍是建设教育强国的重要基石。高素质专业化教师队伍离不开教师持续学习。然而,如何激发并促进成熟型教师的再学习是教师专业化队伍建设的难点。回顾有关教师学习动机的已有研究发现,社会建构理论、动机理论、自我决定理论、成人学习理论以及教师专业发展理论等是解释影响教师学习动力的主要理论模型。整合这些已有解释模型,基于个体特质、社会关系、社会环境与教师学习动力的互动关系建立分析框架,对7名成熟型教师的学习动力进行深度访谈,系统分析了影响成熟型教师学习动力的因素。研究得出结论:满足不同性别教师的成长需求,在变革和资源支持中增强教师效能感与成就感,以及转变教师的教学理念与学习观念,能够提升教师的学习动力;同伴的支持、引领与督促是成熟型教师学习动力的重要因素;为了学生的成长、满足学生的学习需求、受到学生鼓励与认可是成熟型教师学习的核心动力;家长期望与家长素质是成熟型教师学习的间接动力;孩子的成长是成熟型教师专业学习的推动力;职称评审是成熟型教师学习的显性动力;国家教育改革、“可见”的校长领导力、强大的专业平台、优质的教育资源,以及具有针对性的学习活动等这些能够调动学习氛围的因素都可以促进成熟型教师的学习。此外,由社会环境和个体相互作用带来的“面子”问题和“礼让”文化是制约成熟型教师学习动力的隐性因素。

幼儿园教师专业学习共同体对工作投入的影响:一个链式中介模型

为探讨幼儿园教师专业学习共同体对工作投入的影响及其作用机制,采用《幼儿园教师专业学习共同体量表》《工作投入量表》《教学效能感量表》和《职场友谊量表》对广东省的641名幼儿园教师进行调查。结果发现:幼儿园专业学习共同体、职场友谊、教学效能感和工作投入呈现两两正相关;幼儿园专业学习共同体能直接预测工作投入,且能通过三条间接路径影响工作投入:职场友谊的中介作用、教学效能感的中介作用、职场友谊和教学效能感的链式中介作用。因此,幼儿园管理者应营造教师专业学习共同体的开放合作环境,激励教师协作共享;搭建非正式沟通平台,发挥职场友谊的积极作用;提升教学效能感,激发教师工作热情。

教师成长的生命境遇检视及意蕴重构

教师成长与教师生命属性的割裂容易使教师出现生命灵动的贬抑、生命根基的虚饰、生命意义的消解等问题。狄尔泰的生命哲学基于“以生命去把握生命”的理念,提出“体验、表达、理解”3个关键范畴,关注个体精神的彰显及生命本身的唤醒、内心体验的转化及语言文化的生成、生活意义的揭示与生命价值的再现等生命过程,为研究教师成长提供了新的视角。以此为借镜,促进教师成长需坚持以下实践路向:重视教师精神世界,丰富教师生命体验;重建教师精神文化,打造教师学习共同体;关注教师生命意义,实现教师自我更新。

机械模具人员培养以及发展

在制造业不断进步的背景下,机械模具行业对专业人才的要求也越来越突出。研究目的是通过对机械模具行业现状及人才需求进行深入分析,有针对性地提出人才培养策略和探索职业发展路径。该研究也规划了机械模具人员职业发展阶段和道路,讨论职业资格认证和职称评定、继续教育和终身学习等问题的意义。研究结论认为:机械模具行业人才培养和职业发展支持要进一步强化,适应制造业转型升级需要。

Unpacking the Relationship Between Teachers’Perceptions of Professional Learning Communities and Differentiated Instruction Practice

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.

On Teachers’ Professional Qualities Structure and Development Mechanisms in the Business English Discipline

Business English is a newly developed applied discipline quite different from the traditional English discipline, and it requires different qualities for Business English teachers. This paper attempts to explore the specific professional qualities required of Business English teachers and put forward teacher development mechanisms for the purpose of promoting professionalism of Business English teachers and facilitating construction and development of the Business English discipline.

教师专业学习社群研究:范式、旨趣与论述

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。

中国学校情境中的教师专业学习社群:特点、成效与性质

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”。