Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Te...Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Teachers in Higher Education,co-authored by Wen et al.(2021)systematically examines the necessity,practical measures,theoretical construction,and outcomes associated with building PLCs for university foreign language teachers.Notably,it introduces a research methodology rooted in local teacher education practices with Chinese characteristics—the dialectical research paradigm(DRP).This review introduces the content of the book,evaluates its contributions to teacher development,and explores its implications for future practice and research.展开更多
Background:As an important indicator of subjective well-being(SWB),decent work is a key guarantee for the sustainable development of teachers and their psychological health and work quality.Faced with the rapid develo...Background:As an important indicator of subjective well-being(SWB),decent work is a key guarantee for the sustainable development of teachers and their psychological health and work quality.Faced with the rapid development of artificial intelligence and the global labor market,vocational college teachers are facing challenges such as workload pressure and limited career development,which may harm their well-being.This study aims to localize the measurement method of decent work in Chinese vocational education based on the theory of the Psychology of Working Theory,and explore the relationship mechanism between organizational support,career adaptability,decent work,and job satisfaction among vocational college teachers.Methods:A cross-sectional survey was conducted with 422 HVCU teachers in China(202 male,220 female)using the localized Perceived Organizational Support Scale,Career Adaptability Scale,Decent Work Scale,and Job Satisfaction Scale.Results:The overall level of HVCU teachers’decent work was above the median(Mean=4.09,SD=0.69),laying a foundation for their SWB.Decent work significantly and positively predicted job satisfaction(β=0.620,p<0.001).Organizational support(r=0.58,p<0.001)and career adaptability(r=0.82,p<0.001)can positively affect decent work,and further improve job satisfaction(collective R2 rising from 38.3%to 41.1%).Bootstrap analysis confirmed these mediating effects were robust.Conclusions:This study confirms that the combined effects of organizational support and career adaptability can enhance decent work,further improving teachers’job satisfaction and subsequent subjective well-being.Besides,this study provides an empirical basis for improving the well-being of higher vocational teachers and the sustainable development of vocational education,and has practical significance for improving the teacher incentive policy.展开更多
The rapid advancement of Artificial Intelligence(AI)has transformed educational practices,yet its integration with experiential pedagogies such as drama remains underexplored in English Language Teaching(ELT),particul...The rapid advancement of Artificial Intelligence(AI)has transformed educational practices,yet its integration with experiential pedagogies such as drama remains underexplored in English Language Teaching(ELT),particularly in pre-service teacher education.This study examines how AI-supported drama pedagogy contributes to the professional development of pre-service English teachers,focusing on reflective practice,pedagogical adaptability,creativity,intercultural awareness,and sustainability-oriented teaching perspectives.Grounded in sociocultural theory,experiential learning,and Education for Sustainable Development(ESD),the research adopts an interpretive qualitative case study design conducted over a 12-week elective course titled“Drama in ELT”at a foundation university in Istanbul,Türkiye.Participants included 40 second-year pre-service teachers,with 15 volunteers taking part in semi-structured focus group interviews.Data were collected through open-ended questionnaires and focus groups and analyzed using reflexive thematic analysis.Four interrelated themes emerged:creativity and pedagogical innovation,intercultural awareness and empathy,problem-solving and adaptability,and reflective professional growth with ethical awareness.Findings suggest that AI acted as a mediational scaffold that enriched drama-based learning while preserving human agency.The study concludes that integrating AI with drama offers a meaningful model for sustainable teacher education aligned with SDG 4(Quality Education)and SDG 9(Industry,Innovation and Infrastructure).展开更多
Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studi...Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.展开更多
This study aims to explore the characteristics of novice teachers’inappropriate behaviors in classroom teaching and their intervention strategies.With the continuous improvement of education quality,novice teachers f...This study aims to explore the characteristics of novice teachers’inappropriate behaviors in classroom teaching and their intervention strategies.With the continuous improvement of education quality,novice teachers face increasing challenges in teaching practice.Their inappropriate behaviors not only affect the classroom atmosphere but may also negatively impact students’learning outcomes.Therefore,researching the characteristics of novice teachers’inappropriate behaviors and their intervention strategies holds significant scientific and social value.This study employs a combination of quantitative and qualitative methods to analyze the behavioral patterns of novice teachers in classroom teaching and proposes corresponding intervention strategies.The results indicate that novice teachers’inappropriate behaviors mainly manifest as poor classroom management,monotonous teaching methods,and insufficient interaction with students.Based on these findings,the study proposes a series of effective intervention strategies,including enhancing teacher training,optimizing teaching design,and promoting positive interactions between teachers and students.The conclusions of the study not only provide practical guidance for educational practice but also point out directions for future research,emphasizing the crucial role of teacher professional development in improving teaching quality.展开更多
In the L2 Motivational Self System(L2MSS),visualizing the ideal self such as describing goals and wishes is crucial.When people find a huge gap between ideal and reality,they could become demotivated.There have been s...In the L2 Motivational Self System(L2MSS),visualizing the ideal self such as describing goals and wishes is crucial.When people find a huge gap between ideal and reality,they could become demotivated.There have been several studies on the L2MSS;however,these studies have not extensively investigated how the gap influences people.This study examined the influences of this gap with Japanese teachers of English(JTEs).The participants were four full-time JTEs from Japanese secondary schools.During one academic year,semi-structured interviews were conducted.The findings showed that each participant illustrated a clear idea of what they would like to do and also experienced a reality gap.As they could not find a way to close the gap,many seemed to feel demotivated and frustrated.The study revealed that merely depicting an ideal situation is not enough,and it is important to depict one appropriately.展开更多
Several factors can influence learning process and the overall students’performance but it seems that few studies had made attempt to investigate the influence of teachers and school factors on students’achievement ...Several factors can influence learning process and the overall students’performance but it seems that few studies had made attempt to investigate the influence of teachers and school factors on students’achievement especially in a technological-driven world where Basic Science performance is low.The study investigated teachers’characteristics and school factors as correlates of students’achievement in Basic Science in Oyo State.The survey research was anchored on constructivism and theory of learning.Multi-stage sampling procedures were employed to select all the 33 Local Government Areas of Oyo State.Two schools each,66 teachers and 1,980 students participated in the study.Three validated instruments used to gather information are:Teachers’Characteristics and School Factors Questionnaire with r=0.84,Teachers’Observational Sheet with r=0.87,and Basic Science Achievement Test with r=0.87.Data were analyzed using descriptive and inferential statistics at 0.05 level of significance.Significant relationship was found between teachers’experience(r=0.77,0.003,P<.05),teachers’subject mastery(r=0.66,0.019,P<.05),school location(r=0.62,0.031,P<.05),and students’achievement.School facilities(β=1.244;t=2.487;p<0.05)contributed significantly to the prediction.The variables jointly explained 82%of the variance observed in students’achievement in Basic Science.There is a strong correlation of variables on students’achievement.Teachers should improve on their subject mastery skill while enabling environment should be provided by the government.展开更多
Teacher education at the foundational and preparatory stages plays a crucial role in shaping early childhood learning experiences.The National Curriculum Framework for School Education(NCFSE)2023 provides a structured...Teacher education at the foundational and preparatory stages plays a crucial role in shaping early childhood learning experiences.The National Curriculum Framework for School Education(NCFSE)2023 provides a structured pedagogical approach to address challenges in these stages.However,despite these policy frameworks,teachers in Kendriya Vidyalayas(KVs)continue to face numerous pedagogical challenges.This paper aims to explore and analyze the pedagogical challenges encountered by KV teachers in foundational and preparatory stage classrooms and compare them with the challenges addressed in NCFSE 2023.Using qualitative research methods,data were collected through structured online interviews with 10 KV teachers from different campuses.This paper investigated various challenges,including classroom management,language barriers,a lack of inclusive education strategies,insufficient infrastructure,limited parental involvement,and difficulties in integrating technology into teaching practices.The findings highlight the gap between policy recommendations and ground-level implementation.Based on these insights,the study suggests recommendations such as specialized teacher training,recruitment of special educators,improved infrastructure,enhanced parental engagement,and policy-driven interventions to bridge the gap between policy frameworks and real-world classroom experiences.The study concludes that addressing these challenges through targeted reforms can create a more inclusive and effective learning environment,fostering holistic student development at the foundational and preparatory stages.展开更多
This study aimed to explore the mediating roles of self-efficacy and intrinsic motivation on the relationship between teacher autonomy and teacher job satisfaction.Data were from the Teaching and Learning International...This study aimed to explore the mediating roles of self-efficacy and intrinsic motivation on the relationship between teacher autonomy and teacher job satisfaction.Data were from the Teaching and Learning International Survey(TALIS 2018),with a sample of 3131 junior high school teachers(female=2337;male=794)from Shanghai,China.The mediating effect was analyzed using structural equation modeling.The results showed that teacher autonomy was positively associated with teacher job satisfaction,self-efficacy,and intrinsic motivation.Both self-efficacy and intrinsic motivation were associated with teacher job satisfaction.Self-efficacy was associated with teacher intrinsic motivation.Self-efficacy and intrinsic motivation not only served as independent mediators between teacher autonomy and teacher job satisfaction but also played a chain mediating role.Moreover,the separate mediating effect of self-efficacy was the most significant.Findings are consistent with the job demands-resources model by which diminished teacher autonomy ould explain lower teacher job satisfaction.展开更多
While the digital transformation brings new development opportunities to the field of vocational education,it also makes it face unprecedented challenges.In order to adapt to the trend of digital transformation,vocati...While the digital transformation brings new development opportunities to the field of vocational education,it also makes it face unprecedented challenges.In order to adapt to the trend of digital transformation,vocational undergraduate colleges need to improve their school-running level and promote educational reform by building“dual-qualified”teacher teams.Based on this,the author first analyzes the construction requirements of“dual-qualified”teacher teams and the common problems in specific operations,such as the weak practical teaching ability of full-time teachers,the imperfect teacher growth mechanism,and the insufficient in-depth school-enterprise cooperation.Then,aiming at the actual problems,it discusses the advantages and practical paths of building“dual-qualified”teacher teams in vocational undergraduate education empowered by digital technology,aiming to provide suggestions for the high-quality development of vocational education.展开更多
In the current era of digitalization sweeping the education field,primary school English education is facing new challenges and opportunities of deep integration with artificial intelligence.This study focuses on prim...In the current era of digitalization sweeping the education field,primary school English education is facing new challenges and opportunities of deep integration with artificial intelligence.This study focuses on primary school English teachers and uses various methods such as questionnaire surveys,visits,and interviews to conduct an in-depth exploration of their artificial intelligence literacy.After data analysis,optimization strategies are proposed to further improve the artificial intelligence literacy of primary school English teachers and promote the development of educational soft power.展开更多
To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate t...To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate that while teachers in inclusive settings possess some understanding of children with special needs,this knowledge remains limited.Teachers expressed greater willingness to accept children with special needs into mainstream kindergartens when adequate teaching support is available and parents of typically developing children are supportive.Based on these findings,recommendations are proposed to provide empirical reference points for advancing preschool inclusive education in China.展开更多
This study examines the role adaptation of rural primary school teachers through a literature review,summarizing the current research on general practice teachers and identifying emerging trends.Interviews were conduc...This study examines the role adaptation of rural primary school teachers through a literature review,summarizing the current research on general practice teachers and identifying emerging trends.Interviews were conducted with four rural primary school teachers,revealing key challenges:an incomplete understanding of their responsibilities as head teachers,a lack of theoretical and practical guidance in their role as learners,and insufficient research skills in their role as researchers.To address these issues,the study recommends reducing the number of subjects taught by general practice teachers in rural primary schools and providing targeted training,strengthening professional guidance and improving compensation,offering high-quality learning resources and encouraging further education,and establishing educational alliances to enhance teachers’research capabilities.展开更多
Teacher attrition remains a persistent concern,with decisions about whether to remain in teaching often taking shape during the pre-service phase.While recent quantitative research has identified enjoyment as a key pr...Teacher attrition remains a persistent concern,with decisions about whether to remain in teaching often taking shape during the pre-service phase.While recent quantitative research has identified enjoyment as a key predictor of pre-service teacher persistence,little is known about how enjoyment is experienced and sustained in everyday teaching practice.Addressing this gap,this narrative inquiry explores how enjoyment functions as an emotional resource shaping a pre-service teacher’s desire to persist in teaching during a project-based learning(PBL)practicum.Focusing on the narrative experiences of a pre-service English teacher,Yang,the study draws on semi-structured interviews,emotion diaries,and classroom observations collected over seven weeks.The findings show that enjoyment initially emerged from students’engagement and visible learning,but became fragile when Yang encountered instructional uncertainty and emotional strain.Through reflective meaning-making,enjoyment was reinterpreted as something that could coexist with difficulty,enabling it to be sustained.The study reconceptualises persistence as a narrative,future-oriented professional orientation shaped through emotional experience.展开更多
The Brief Interactive Optimism Scale (BIOS-G), recently published, was developed to measure optimism based on the interactive personality styles theory in the general population of Mexican adults. It has been validate...The Brief Interactive Optimism Scale (BIOS-G), recently published, was developed to measure optimism based on the interactive personality styles theory in the general population of Mexican adults. It has been validated in both the general population in Mexico and other Latin American countries. This study aims to further consolidate the validity of the BIOS-G in a specific population. The objectives are to assess the psychometric properties of its items, validate its unidimensional structure, describe its distribution, verify its internal consistency, and examine its direct relationship with affective balance and positive affect, as well as its inverse relationship with emotional exhaustion and negative affect among Mexican university teachers. The BIOS-G, the CESQT emotional exhaustion subscale, and Scale of Positive and Negative Experience (SPANE) were administered to a non-probability sample of 213 Mexican university teachers. All items demonstrated discriminative power and internal consistency. The scale showed internal consistency (Green-Yang ordinal ω = 0.74 and McDonald ordinal ω = 0.88). The one-factor model presented good to acceptable fit to the data, with an average variance extracted of 0.65. Its distribution was negatively skewed and mesokurtic. The BIOS-G correlated directly with SPANE’s affective balance and positive emotional experiences and inversely with negative emotional experiences and emotional exhaustion, with moderate strengths of association. Its mean score was higher in men than in women and correlated positively with age. It is concluded that the BIOS-G demonstrates internal consistency and validity evidence among Mexican university teachers, and its use in this specific population is recommended.展开更多
There is curiosity and awareness throughout the world regarding the role of Information and Communication technologies. This is felt in each and every section of society. Several studies have confirmed and considered ...There is curiosity and awareness throughout the world regarding the role of Information and Communication technologies. This is felt in each and every section of society. Several studies have confirmed and considered information and communication technology’s significance in the field of education. It has not only affected learners but also to the teachers. This paper explores how ICT-based projects affect teachers’ and students’ attitudes. The data was collected through self-prepared attitude scale. It was distributed among the teachers and students of various schools. Two hundred students and one hundred twenty teachers responded to the questionnaire. Analysis was done through the data collected from the teachers as well as from students. The study’s conclusions demonstrated that while there was no significant variation in the attitudes of teachers utilizing different ICT-based programs, there was a substantial difference in the students’ attitude toward learning with different ICT-based programs.展开更多
Even when kids dont realize it,teachers listen with their ears and their hearts.So many teachers dedi-cate their lives to education and helping us raise good kids.Some of them go so far above and beyond the call of du...Even when kids dont realize it,teachers listen with their ears and their hearts.So many teachers dedi-cate their lives to education and helping us raise good kids.Some of them go so far above and beyond the call of duty that it makes you wonder if they are really angels in disguise.Stacy Caldwell is one of those teachers.展开更多
I have many wonderful teachers.All of them are very kind,smart and patient.I am so lucky to have them as my teachers because they have helped me learn and grow in many ways.
文摘Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Teachers in Higher Education,co-authored by Wen et al.(2021)systematically examines the necessity,practical measures,theoretical construction,and outcomes associated with building PLCs for university foreign language teachers.Notably,it introduces a research methodology rooted in local teacher education practices with Chinese characteristics—the dialectical research paradigm(DRP).This review introduces the content of the book,evaluates its contributions to teacher development,and explores its implications for future practice and research.
基金funded by Nanjing University of Posts and Telecommunications Humanities and Social Sciences Research Fund Project(NYY222055)Special research project on teaching reform of innovation and entrepreneurship education in Nanjing University of Posts and Telecommunications(GCSJG202528)+2 种基金General Subject of Educational Science Planning in Jiangsu Province(C/2024/01/76)General project of educational science research in Shanghai(C24288)Key funded project of Shandong Vocational Education Teaching Reform Research in 2022(2022052).
文摘Background:As an important indicator of subjective well-being(SWB),decent work is a key guarantee for the sustainable development of teachers and their psychological health and work quality.Faced with the rapid development of artificial intelligence and the global labor market,vocational college teachers are facing challenges such as workload pressure and limited career development,which may harm their well-being.This study aims to localize the measurement method of decent work in Chinese vocational education based on the theory of the Psychology of Working Theory,and explore the relationship mechanism between organizational support,career adaptability,decent work,and job satisfaction among vocational college teachers.Methods:A cross-sectional survey was conducted with 422 HVCU teachers in China(202 male,220 female)using the localized Perceived Organizational Support Scale,Career Adaptability Scale,Decent Work Scale,and Job Satisfaction Scale.Results:The overall level of HVCU teachers’decent work was above the median(Mean=4.09,SD=0.69),laying a foundation for their SWB.Decent work significantly and positively predicted job satisfaction(β=0.620,p<0.001).Organizational support(r=0.58,p<0.001)and career adaptability(r=0.82,p<0.001)can positively affect decent work,and further improve job satisfaction(collective R2 rising from 38.3%to 41.1%).Bootstrap analysis confirmed these mediating effects were robust.Conclusions:This study confirms that the combined effects of organizational support and career adaptability can enhance decent work,further improving teachers’job satisfaction and subsequent subjective well-being.Besides,this study provides an empirical basis for improving the well-being of higher vocational teachers and the sustainable development of vocational education,and has practical significance for improving the teacher incentive policy.
文摘The rapid advancement of Artificial Intelligence(AI)has transformed educational practices,yet its integration with experiential pedagogies such as drama remains underexplored in English Language Teaching(ELT),particularly in pre-service teacher education.This study examines how AI-supported drama pedagogy contributes to the professional development of pre-service English teachers,focusing on reflective practice,pedagogical adaptability,creativity,intercultural awareness,and sustainability-oriented teaching perspectives.Grounded in sociocultural theory,experiential learning,and Education for Sustainable Development(ESD),the research adopts an interpretive qualitative case study design conducted over a 12-week elective course titled“Drama in ELT”at a foundation university in Istanbul,Türkiye.Participants included 40 second-year pre-service teachers,with 15 volunteers taking part in semi-structured focus group interviews.Data were collected through open-ended questionnaires and focus groups and analyzed using reflexive thematic analysis.Four interrelated themes emerged:creativity and pedagogical innovation,intercultural awareness and empathy,problem-solving and adaptability,and reflective professional growth with ethical awareness.Findings suggest that AI acted as a mediational scaffold that enriched drama-based learning while preserving human agency.The study concludes that integrating AI with drama offers a meaningful model for sustainable teacher education aligned with SDG 4(Quality Education)and SDG 9(Industry,Innovation and Infrastructure).
文摘Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.
文摘This study aims to explore the characteristics of novice teachers’inappropriate behaviors in classroom teaching and their intervention strategies.With the continuous improvement of education quality,novice teachers face increasing challenges in teaching practice.Their inappropriate behaviors not only affect the classroom atmosphere but may also negatively impact students’learning outcomes.Therefore,researching the characteristics of novice teachers’inappropriate behaviors and their intervention strategies holds significant scientific and social value.This study employs a combination of quantitative and qualitative methods to analyze the behavioral patterns of novice teachers in classroom teaching and proposes corresponding intervention strategies.The results indicate that novice teachers’inappropriate behaviors mainly manifest as poor classroom management,monotonous teaching methods,and insufficient interaction with students.Based on these findings,the study proposes a series of effective intervention strategies,including enhancing teacher training,optimizing teaching design,and promoting positive interactions between teachers and students.The conclusions of the study not only provide practical guidance for educational practice but also point out directions for future research,emphasizing the crucial role of teacher professional development in improving teaching quality.
文摘In the L2 Motivational Self System(L2MSS),visualizing the ideal self such as describing goals and wishes is crucial.When people find a huge gap between ideal and reality,they could become demotivated.There have been several studies on the L2MSS;however,these studies have not extensively investigated how the gap influences people.This study examined the influences of this gap with Japanese teachers of English(JTEs).The participants were four full-time JTEs from Japanese secondary schools.During one academic year,semi-structured interviews were conducted.The findings showed that each participant illustrated a clear idea of what they would like to do and also experienced a reality gap.As they could not find a way to close the gap,many seemed to feel demotivated and frustrated.The study revealed that merely depicting an ideal situation is not enough,and it is important to depict one appropriately.
文摘Several factors can influence learning process and the overall students’performance but it seems that few studies had made attempt to investigate the influence of teachers and school factors on students’achievement especially in a technological-driven world where Basic Science performance is low.The study investigated teachers’characteristics and school factors as correlates of students’achievement in Basic Science in Oyo State.The survey research was anchored on constructivism and theory of learning.Multi-stage sampling procedures were employed to select all the 33 Local Government Areas of Oyo State.Two schools each,66 teachers and 1,980 students participated in the study.Three validated instruments used to gather information are:Teachers’Characteristics and School Factors Questionnaire with r=0.84,Teachers’Observational Sheet with r=0.87,and Basic Science Achievement Test with r=0.87.Data were analyzed using descriptive and inferential statistics at 0.05 level of significance.Significant relationship was found between teachers’experience(r=0.77,0.003,P<.05),teachers’subject mastery(r=0.66,0.019,P<.05),school location(r=0.62,0.031,P<.05),and students’achievement.School facilities(β=1.244;t=2.487;p<0.05)contributed significantly to the prediction.The variables jointly explained 82%of the variance observed in students’achievement in Basic Science.There is a strong correlation of variables on students’achievement.Teachers should improve on their subject mastery skill while enabling environment should be provided by the government.
文摘Teacher education at the foundational and preparatory stages plays a crucial role in shaping early childhood learning experiences.The National Curriculum Framework for School Education(NCFSE)2023 provides a structured pedagogical approach to address challenges in these stages.However,despite these policy frameworks,teachers in Kendriya Vidyalayas(KVs)continue to face numerous pedagogical challenges.This paper aims to explore and analyze the pedagogical challenges encountered by KV teachers in foundational and preparatory stage classrooms and compare them with the challenges addressed in NCFSE 2023.Using qualitative research methods,data were collected through structured online interviews with 10 KV teachers from different campuses.This paper investigated various challenges,including classroom management,language barriers,a lack of inclusive education strategies,insufficient infrastructure,limited parental involvement,and difficulties in integrating technology into teaching practices.The findings highlight the gap between policy recommendations and ground-level implementation.Based on these insights,the study suggests recommendations such as specialized teacher training,recruitment of special educators,improved infrastructure,enhanced parental engagement,and policy-driven interventions to bridge the gap between policy frameworks and real-world classroom experiences.The study concludes that addressing these challenges through targeted reforms can create a more inclusive and effective learning environment,fostering holistic student development at the foundational and preparatory stages.
文摘This study aimed to explore the mediating roles of self-efficacy and intrinsic motivation on the relationship between teacher autonomy and teacher job satisfaction.Data were from the Teaching and Learning International Survey(TALIS 2018),with a sample of 3131 junior high school teachers(female=2337;male=794)from Shanghai,China.The mediating effect was analyzed using structural equation modeling.The results showed that teacher autonomy was positively associated with teacher job satisfaction,self-efficacy,and intrinsic motivation.Both self-efficacy and intrinsic motivation were associated with teacher job satisfaction.Self-efficacy was associated with teacher intrinsic motivation.Self-efficacy and intrinsic motivation not only served as independent mediators between teacher autonomy and teacher job satisfaction but also played a chain mediating role.Moreover,the separate mediating effect of self-efficacy was the most significant.Findings are consistent with the job demands-resources model by which diminished teacher autonomy ould explain lower teacher job satisfaction.
基金The 2024 Guizhou Provincial Education Science Planning Project,“Research on the Path and Mechanism of Technology Achievement Transformation in Teaching Achievement from the Perspective of Vocational Education Science and Education Integration”(Project No.:2024B087)The 2025 Planning Project of China Vocational Education Association,“Research on the Construction and Practice Path of Multidimensional Evaluation System for Teachers in Guizhou Vocational Colleges Based on Job Competency Model”(Project No.:ZJS2025ZD92)。
文摘While the digital transformation brings new development opportunities to the field of vocational education,it also makes it face unprecedented challenges.In order to adapt to the trend of digital transformation,vocational undergraduate colleges need to improve their school-running level and promote educational reform by building“dual-qualified”teacher teams.Based on this,the author first analyzes the construction requirements of“dual-qualified”teacher teams and the common problems in specific operations,such as the weak practical teaching ability of full-time teachers,the imperfect teacher growth mechanism,and the insufficient in-depth school-enterprise cooperation.Then,aiming at the actual problems,it discusses the advantages and practical paths of building“dual-qualified”teacher teams in vocational undergraduate education empowered by digital technology,aiming to provide suggestions for the high-quality development of vocational education.
文摘In the current era of digitalization sweeping the education field,primary school English education is facing new challenges and opportunities of deep integration with artificial intelligence.This study focuses on primary school English teachers and uses various methods such as questionnaire surveys,visits,and interviews to conduct an in-depth exploration of their artificial intelligence literacy.After data analysis,optimization strategies are proposed to further improve the artificial intelligence literacy of primary school English teachers and promote the development of educational soft power.
基金General Research Program in Philosophy and Social Sciences for Jiangsu Higher Education Institutions,“Exploring Theoretical Models and Innovative Practices in Inclusive Education Competence for Pre-service Teachers”(Project No.:2021SJA1422)。
文摘To investigate mainstream kindergarten teachers’attitudes towards inclusive education for children with special needs,this study surveyed 422 teachers from 26 inclusive kindergartens in Suzhou.The findings indicate that while teachers in inclusive settings possess some understanding of children with special needs,this knowledge remains limited.Teachers expressed greater willingness to accept children with special needs into mainstream kindergartens when adequate teaching support is available and parents of typically developing children are supportive.Based on these findings,recommendations are proposed to provide empirical reference points for advancing preschool inclusive education in China.
文摘This study examines the role adaptation of rural primary school teachers through a literature review,summarizing the current research on general practice teachers and identifying emerging trends.Interviews were conducted with four rural primary school teachers,revealing key challenges:an incomplete understanding of their responsibilities as head teachers,a lack of theoretical and practical guidance in their role as learners,and insufficient research skills in their role as researchers.To address these issues,the study recommends reducing the number of subjects taught by general practice teachers in rural primary schools and providing targeted training,strengthening professional guidance and improving compensation,offering high-quality learning resources and encouraging further education,and establishing educational alliances to enhance teachers’research capabilities.
基金supported by Guangdong Province Online&Offline Blended First-class Four-year Higher Education Course-Advanced English(Certified by Education Department of Guangdong Province in 2022,No.301)AI+Knowledge Mapping of Advanced English Course(Certified by Academic Affairs Department of Zhaoqing University in 2025,No.3)Under the U-A-S Collaboration Context:A Study and Practice of Teaching Design Based on New Junior High School English Textbooks(Certified by Academic Affairs Department of Zhaoqing University in 2025,No.zlgc2025039).
文摘Teacher attrition remains a persistent concern,with decisions about whether to remain in teaching often taking shape during the pre-service phase.While recent quantitative research has identified enjoyment as a key predictor of pre-service teacher persistence,little is known about how enjoyment is experienced and sustained in everyday teaching practice.Addressing this gap,this narrative inquiry explores how enjoyment functions as an emotional resource shaping a pre-service teacher’s desire to persist in teaching during a project-based learning(PBL)practicum.Focusing on the narrative experiences of a pre-service English teacher,Yang,the study draws on semi-structured interviews,emotion diaries,and classroom observations collected over seven weeks.The findings show that enjoyment initially emerged from students’engagement and visible learning,but became fragile when Yang encountered instructional uncertainty and emotional strain.Through reflective meaning-making,enjoyment was reinterpreted as something that could coexist with difficulty,enabling it to be sustained.The study reconceptualises persistence as a narrative,future-oriented professional orientation shaped through emotional experience.
文摘The Brief Interactive Optimism Scale (BIOS-G), recently published, was developed to measure optimism based on the interactive personality styles theory in the general population of Mexican adults. It has been validated in both the general population in Mexico and other Latin American countries. This study aims to further consolidate the validity of the BIOS-G in a specific population. The objectives are to assess the psychometric properties of its items, validate its unidimensional structure, describe its distribution, verify its internal consistency, and examine its direct relationship with affective balance and positive affect, as well as its inverse relationship with emotional exhaustion and negative affect among Mexican university teachers. The BIOS-G, the CESQT emotional exhaustion subscale, and Scale of Positive and Negative Experience (SPANE) were administered to a non-probability sample of 213 Mexican university teachers. All items demonstrated discriminative power and internal consistency. The scale showed internal consistency (Green-Yang ordinal ω = 0.74 and McDonald ordinal ω = 0.88). The one-factor model presented good to acceptable fit to the data, with an average variance extracted of 0.65. Its distribution was negatively skewed and mesokurtic. The BIOS-G correlated directly with SPANE’s affective balance and positive emotional experiences and inversely with negative emotional experiences and emotional exhaustion, with moderate strengths of association. Its mean score was higher in men than in women and correlated positively with age. It is concluded that the BIOS-G demonstrates internal consistency and validity evidence among Mexican university teachers, and its use in this specific population is recommended.
文摘There is curiosity and awareness throughout the world regarding the role of Information and Communication technologies. This is felt in each and every section of society. Several studies have confirmed and considered information and communication technology’s significance in the field of education. It has not only affected learners but also to the teachers. This paper explores how ICT-based projects affect teachers’ and students’ attitudes. The data was collected through self-prepared attitude scale. It was distributed among the teachers and students of various schools. Two hundred students and one hundred twenty teachers responded to the questionnaire. Analysis was done through the data collected from the teachers as well as from students. The study’s conclusions demonstrated that while there was no significant variation in the attitudes of teachers utilizing different ICT-based programs, there was a substantial difference in the students’ attitude toward learning with different ICT-based programs.
文摘Even when kids dont realize it,teachers listen with their ears and their hearts.So many teachers dedi-cate their lives to education and helping us raise good kids.Some of them go so far above and beyond the call of duty that it makes you wonder if they are really angels in disguise.Stacy Caldwell is one of those teachers.
文摘I have many wonderful teachers.All of them are very kind,smart and patient.I am so lucky to have them as my teachers because they have helped me learn and grow in many ways.
