The General Secretary pointed out that“artificial intelligence is an important driving force for the new round of scientific and technological revolution and industrial transformation,and will have a profound impact ...The General Secretary pointed out that“artificial intelligence is an important driving force for the new round of scientific and technological revolution and industrial transformation,and will have a profound impact on the global economic and social development and the progress of human civilization”[1].With the in-depth advancement of China’s education reform,the training model for pre-service teachers has also ushered in changes.Based on the innovative“4+1”on-site(teaching)practicum for pre-service teachers at a university in Jiangsu Province,this study explores the application of artificial intelligence technology in the“4+1”on-site(teaching)practicum process for pre-service teachers.By using artificial intelligence technology to assist teaching design,conduct classroom behavior analysis,and generate teaching reflections,this study aims to enhance the personalization and effectiveness of pre-service teachers’internships.This research is intended to provide certain references for empowering normal education practice with artificial intelligence technology,and has positive significance for promoting the digital transformation of teacher education.展开更多
Teaching practice has come to be recognized as one of the most important aspects of teacher education program for learner teachers. Besides student teachers' self-endeavor, partnership between school and universit...Teaching practice has come to be recognized as one of the most important aspects of teacher education program for learner teachers. Besides student teachers' self-endeavor, partnership between school and university, guidance of cooperating teachers and supervisors, team work is also important to a successful teaching practicum from three aspects: plan of practice team,collaboration in practice team and communication in practice team.展开更多
Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally,but scanty attention has been awarded to research into areas of tension in teaching practice itsel...Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally,but scanty attention has been awarded to research into areas of tension in teaching practice itself.This paper reports on a study that examines a cohort of Chinese English as a Foreign Language(EFL)student teachers’perceptions of the tensions arising in their teaching practicum in secondary schools.Triangulated research methods were employed for data collection.Reflective papers were employed as the main instrument of data collection,with classroom observation and field-notes used as supplementary sources of evidence for the occurrence of various unexpected difficulties.The overriding cause of this situation appeared to be the foundationalism paradigm that the teacher education program followed.The study highlights the need for teacher education programs to deal with emergent issues by way of critical postmodernist ideologies and make concerted efforts with schools to help student teachers continually adjust their visions in their practice.展开更多
基金General Project of Philosophy and Social Sciences in Jiangsu Universities“Exploration and Research on the‘4+1’Educational Practice of Normal Students under Digital Transformation”(2024SJYB1714)Key Project of Educational and Teaching Reform Research in Nanjing Normal University Taizhou College“Research on the Diversified‘4+1’Educational Practice of Normal Students Based on the SFIC Model under Digital Transformation”(2023JG12001)。
文摘The General Secretary pointed out that“artificial intelligence is an important driving force for the new round of scientific and technological revolution and industrial transformation,and will have a profound impact on the global economic and social development and the progress of human civilization”[1].With the in-depth advancement of China’s education reform,the training model for pre-service teachers has also ushered in changes.Based on the innovative“4+1”on-site(teaching)practicum for pre-service teachers at a university in Jiangsu Province,this study explores the application of artificial intelligence technology in the“4+1”on-site(teaching)practicum process for pre-service teachers.By using artificial intelligence technology to assist teaching design,conduct classroom behavior analysis,and generate teaching reflections,this study aims to enhance the personalization and effectiveness of pre-service teachers’internships.This research is intended to provide certain references for empowering normal education practice with artificial intelligence technology,and has positive significance for promoting the digital transformation of teacher education.
文摘Teaching practice has come to be recognized as one of the most important aspects of teacher education program for learner teachers. Besides student teachers' self-endeavor, partnership between school and university, guidance of cooperating teachers and supervisors, team work is also important to a successful teaching practicum from three aspects: plan of practice team,collaboration in practice team and communication in practice team.
文摘Tensions between vision and reality in the teaching practicum is a significant issue in research and practice globally,but scanty attention has been awarded to research into areas of tension in teaching practice itself.This paper reports on a study that examines a cohort of Chinese English as a Foreign Language(EFL)student teachers’perceptions of the tensions arising in their teaching practicum in secondary schools.Triangulated research methods were employed for data collection.Reflective papers were employed as the main instrument of data collection,with classroom observation and field-notes used as supplementary sources of evidence for the occurrence of various unexpected difficulties.The overriding cause of this situation appeared to be the foundationalism paradigm that the teacher education program followed.The study highlights the need for teacher education programs to deal with emergent issues by way of critical postmodernist ideologies and make concerted efforts with schools to help student teachers continually adjust their visions in their practice.
