An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

The Emergence of Loving Pedagogy in the L2 Affective Domain:How Affective Pedagogy Accounts for Chinese EFL Teachers’Professional Success and Job Satisfaction?

The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.

Professional Development of Rural PE Teachers from the Perspective of PCK:A Case Study of Huaiji County

Based on the four dimensions of PCK,this paper investigates the professional development of rural PE teachers in Huaiji County by using the research methods of literature,questionnaire,interview and mathematical statistics.Based on PCK related theories,this paper analyzes the current situation of professional development of rural PE teachers in Huaiji County,explores the problems existing in the process of professional development,and provides an optimal path for the professional development of rural PE teachers,so as to improve the teaching ability and classroom quality of rural PE teachers,and promote the further development of rural PE education under the background of new curriculum reform.Through the research,it is found that the shortcomings of rural PE teachers are:lack of situational knowledge;lack of understanding of the course content;not flexible use of teaching representation;low ability to identify the differences of students learning styles;lack of understanding of social environment,etc.

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.

Research on the Lifting Path of Data Literacy Ability of Applied University Teachers under the Perspective of Organizational Learning

With the arrival of the big data era, the modern higher education model has undergone radical changes, and higher requirements have been put forward for the data literacy of college teachers. The paper first analyzes the connotation of teacher data literacy, and then combs through the status quo and dilemmas of teachers’ data literacy ability in applied universities. The paper proposes to enhance the data literacy ability of teachers from the perspective of organizational learning. Through building a digital culture, building a data-driven teaching environment, and constructing an interdisciplinary learning community to further promote the application of the theory and practice of datafication inside and outside the organization, and ultimately improve the quality of teaching.

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.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

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.

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.

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

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.

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.

Research on the Effectiveness of Qinglan Project in Promoting the Professional Growth of Secondary Vocational Teachers

The purpose of this paper is to explore the effectiveness of the Qinglan Project in promoting the professional growth of young secondary vocational teachers.Through the empirical analysis of the implementation process and effect,this paper finds that the Qinglan Project has a positive impact on the professional development of secondary vocational teachers,with a view to providing a guideline for the development of secondary vocational education.

The Realistic Dilemma, Problem Tracking and Mitigating Strategies of Primary School Science Teachers’ Professional Happiness

The Science teachers in primary schools are the key group in developing science education, and they play a vital role in realizing the dream of strengthening the country through education. Their professional happiness deserves special attention. Whether this group is happy not only affects their own working conditions and quality of life, but also affects the work vitality of other teachers. Improving the professional happiness of science teachers in primary schools has become an important topic in the construction of teachers’ team in the new period. At present, the intensity of primary school science teachers’ own work is high, their non-own work is increasing, their physical and mental health is difficult to guarantee, and their professional happiness is reduced. The main causes of the problems are poor individual psychological quality, poor school management style and improper social cognitive evaluation. In order to solve this problem, we have explored strategies to improve the professional happiness of science teachers in primary schools through reshaping teachers’ work, democratic management of schools and national policy guarantee.

Virtual Learning Community as New Approach of Teacher Professional Development——Reflective Research into an eLearning Program of Intercultural Collaboration between China and UK

Among the current reform measures undertaken in Chinese K-12 education, to adopt New Curricula and to improve ICT application in teaching are both decisive, however, the lack of qualified trainers is handicapping the professional development of over 10 millions in-service teachers. One of eChina - UK projects in collaboration between universities from both sides is designed to develop virtual learning community ( VLC) among in-service teachers and explore from pedagogic perspective how to conduct VLC. In accordance with reflective learning and collaborative learning, three online learning modules have been jointly created by Chinese and UK educational specialists, and one unit from each module has been piloted by a group of senior teachers. Through analyzing the processes of course design and pilot, supported by quantitative and qualitative research into the experiences of pilot participants, the paper identifies some core factors influencing the quality of VLC and suggests that more attention should be given to the interactive learning process within VLC rather than to create well-structured learning materials before hand. It has also analyzed VLC as a promising approach to support professional development of in-service teachers from the perspective of continuous improvement process. There is much to be researched into the approach of VLC.

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

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.

A Novel Graph Structure Learning Based Semi-Supervised Framework for Anomaly Identification in Fluctuating IoT Environment

With the rapid development of Internet of Things(IoT)technology,IoT systems have been widely applied in health-care,transportation,home,and other fields.However,with the continuous expansion of the scale and increasing complexity of IoT systems,the stability and security issues of IoT systems have become increasingly prominent.Thus,it is crucial to detect anomalies in the collected IoT time series from various sensors.Recently,deep learning models have been leveraged for IoT anomaly detection.However,owing to the challenges associated with data labeling,most IoT anomaly detection methods resort to unsupervised learning techniques.Nevertheless,the absence of accurate abnormal information in unsupervised learning methods limits their performance.To address these problems,we propose AS-GCN-MTM,an adaptive structural Graph Convolutional Networks(GCN)-based framework using a mean-teacher mechanism(AS-GCN-MTM)for anomaly identification.It performs better than unsupervised methods using only a small amount of labeled data.Mean Teachers is an effective semi-supervised learning method that utilizes unlabeled data for training to improve the generalization ability and performance of the model.However,the dependencies between data are often unknown in time series data.To solve this problem,we designed a graph structure adaptive learning layer based on neural networks,which can automatically learn the graph structure from time series data.It not only better captures the relationships between nodes but also enhances the model’s performance by augmenting key data.Experiments have demonstrated that our method improves the baseline model with the highest F1 value by 10.4%,36.1%,and 5.6%,respectively,on three real datasets with a 10%data labeling rate.

Language teachers should develop students' vocabulary learning skills

It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.

Research on the Role of Guiding Students to Participate in Skills Competitions on the Development of Young Teachers in Vocational Colleges

This paper explores the role of guiding students to participate in skills competitions on the development of young teachers in vocational colleges.We investigate the impact of skills competitions on the consolidation of professional knowledge,development of innovation capabilities,improvement of hands-on abilities,and enhancement of communication skills with students.The results of this research demonstrate that skills competitions have a positive influence on the professional growth of young teachers.The consolidation of professional knowledge,development of innovation capabilities,improvement of hands-on abilities,and enhancement of communication skills collectively contribute to the effectiveness of young teachers in vocational colleges.It is recommended that vocational colleges prioritize and support the participation of young teachers in skills competitions to foster their professional development.

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.