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 Prof...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.展开更多
In this review of the literature regarding English for Academic Purposes(EAP)teacher development,we focus on empirical studies of pedagogical initiatives,research potential,and the cognitive status of practicing EAP i...In this review of the literature regarding English for Academic Purposes(EAP)teacher development,we focus on empirical studies of pedagogical initiatives,research potential,and the cognitive status of practicing EAP instructors.A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review.Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field.We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.展开更多
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...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.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
Based on the Theory of Reasoned Action,this paper explores the influencing factors and countermeasures of teacher career development in private undergraduate institutions through questionnaire surveys.The study finds ...Based on the Theory of Reasoned Action,this paper explores the influencing factors and countermeasures of teacher career development in private undergraduate institutions through questionnaire surveys.The study finds that teachers generally experience heavy workloads and time pressures,but most believe that the academic atmosphere and research activities at the school have a positive impact on their career development.The evaluation mechanisms and promotion channels are considered fair and effective,but there is still room for improvement.Teachers hold a positive attitude towards career development opportunities and promotion channels,but they perceive limited development space and promotion opportunities.Teachers’personal comprehensive qualities and abilities,as well as the development opportunities and support provided by the school,are considered key factors for career development.Disciplinary professional background,academic accumulation,research capabilities,and teacher collaboration and exchange have significant impacts on career development.Based on the findings,the following strategies are proposed:1)optimizing the work environment and reducing work pressure;2)fostering a positive academic atmosphere;3)improving evaluation mechanisms and promotion channels;4)providing continuous professional training and development support;and 5)strengthening the construction of disciplinary professional background and research capabilities.展开更多
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
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....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.展开更多
As world events have morphed teachers’roles within English medium of instruction(EMI)contexts to incorporate more online teaching practices,teachers’integration of digital tools has faced technological and curricula...As world events have morphed teachers’roles within English medium of instruction(EMI)contexts to incorporate more online teaching practices,teachers’integration of digital tools has faced technological and curricular challenges.While previous research has examined the integration of digital tools in face-to-face and hybrid EMI settings(e.g.,Finardi,2015;O’Dowd,2018),more research is needed to understand the familiarization process teachers engage in as they implement fully-online teaching to support their content and language integrated learning(CLIL)teaching.As part of a larger project,this case study sets out to fill this gap by examining the practices and perspectives of 30 Kazakhstani university teachers who adopted CLIL approaches while needing to adapt to fully-online teaching contexts.Using the concept of technological pedagogical content knowledge(Mishra&Koehler,2006)in tandem with Ball et al.’s(2016)seven CLIL principles as a framework,this study thematically analyzed workshop artifacts,survey responses,semi-structured interview transcripts,and videos from online class lessons to find that teachers were mediators and curators of content,language,pedagogy,and digital tools.The findings offer pedagogical insights for the implementation of professional development(PD)to prepare teachers to meaningfully curate and mediate technology into their CLIL pedagogy to teach content within EMI contexts.展开更多
Cultivation metaphors that compare teachers and students to gardeners and plants,respectively,have a long presence in the field of education.While such metaphors can be used to represent learner-centered pedagogies in...Cultivation metaphors that compare teachers and students to gardeners and plants,respectively,have a long presence in the field of education.While such metaphors can be used to represent learner-centered pedagogies in which a teacher fosters the growth of their students,there is also a darker side to cultivation metaphors.For instance,Zipory(2020)argues that characteristics of agriculture’s grain economy-like repetitiveness,coercion,and lack of diversity-can be imposed onto education.Following Zipory’s call for the forest to serve as a more apt metaphorical trajectory for education,I propose using the forest garden as a middle ground between the traditional garden and the natural forest.To highlight the potential usefulness of the forest garden metaphor in education,I explore its application as related to teacher professional development(PD),specifically content and language integrated learning(CLIL)PD.By reflecting on the design and outcomes of Project SCILLA,a CLIL PD program for Kazakhstani university instructors,as well as CLIL PD more broadly,I demonstrate how the forest garden metaphor conceptualizes the relationships and power dynamics between and across various stakeholders in education in response to global rhetoric,national and local policies,and interpersonal interactions.By emulating the sustainable forest garden’s principles of planning and intentionality,localization,interconnectedness,diversity,creativity,and growth from decay,stakeholders can(re)shape the policies and practices of multilingual,multicultural education systems.In addition,education researchers can use a metaphorical forest garden lens to better appreciate the complexities at play within dynamic educational landscapes.展开更多
The extent to which schools in a country or region prioritize the professional development of mathematics teachers influences the quality of these teachers,thereby affecting students’mathematics learning and performa...The extent to which schools in a country or region prioritize the professional development of mathematics teachers influences the quality of these teachers,thereby affecting students’mathematics learning and performance.Over the years,the PISA test has evolved into the largest and most influential international educational assessment program.This study,based on PISA 2022 questionnaire data,examines the relationship between the professional growth of mathematics teachers and students’mathematics performance by analyzing samples from sixteen countries/economies.The research focuses on schools’support for mathematics teachers’professional growth,investigating the correlation with students’mathematics literacy test scores through metrics such as the average proportion of teachers who participated in professional development training courses in the past three months and the average proportion of schools offering different types of in-house professional growth training.Based on the findings,recommendations are proposed,including placing greater emphasis on the professional development and growth of mathematics teachers,as well as anchoring this growth in students’learning and development.This study provides multinational insights and scientific evidence for educational management related to mathematics teachers’professional development,offering theoretical support for improving the quality of secondary mathematics education,fostering students’mathematical literacy,and promoting educational equity.展开更多
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Prog...This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.展开更多
Purpose:This study aims to reveal the recent characteristics of school-based teacher development(STD)in China since it is perceived as a key measure to achieve success in raising educational quality in the country.Des...Purpose:This study aims to reveal the recent characteristics of school-based teacher development(STD)in China since it is perceived as a key measure to achieve success in raising educational quality in the country.Design/Approach/Methods:A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used.Findings:Through the lens of cultural-historical activity theory(CHAT),it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau.STD provides the venue for ordinary teachers to learn,understand,and implement the teaching initiatives promoted by the district.Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers.Originality/Value:This article argues that the administrative style of local government affected teacher community’s object,rules,and division of labor.It also contributes an indigenous interpretation of the CHAT theory.展开更多
Based on the analysis of the digital foundation and transformation demands of teacher development,the paper proposes a logical architecture of teachers’digital learning from the perspective of 70-20-10 model for lear...Based on the analysis of the digital foundation and transformation demands of teacher development,the paper proposes a logical architecture of teachers’digital learning from the perspective of 70-20-10 model for learning and development,including self-learning based on platform resources(10%),blended learning based on collaborative support(20%),and embedded learning based on work scenarios(70%).Then,a pyramid model of evaluation and governance for teacher development needs that is compatible with the three types of learning paradigms is proposed,i.e.,focusing on using teacher portraits to evaluate learning behaviors,using skills certification to evaluate knowledge and competencies,and focusing on ethics to promote practical wisdom.Finally,to support the transformation of learning paradigms plus evaluation and governance,this paper proposes an action architecture of service upgrading for digital transformation in teacher development,namely,creating a multi-level coherent online learning architecture for platformization,creating a seamless learning space with multi-dimensional integration for ecologization,and leading the transformation from just-in-time learning to just-in-need practice for practicalization,ultimately realizing a leap of teachers’practical wisdom.展开更多
The characteristics of ESP teaching require teachers to have certain professional knowledge structure.Professional knowledge acquisition is a life-long self-development,self-improvement process.Cooperative learning is...The characteristics of ESP teaching require teachers to have certain professional knowledge structure.Professional knowledge acquisition is a life-long self-development,self-improvement process.Cooperative learning is one of the effective ways of ESP teachers' professional development.The daily teaching activities of cooperation between the teachers have characteristics of plurality.To achieve cooperation of professional development,we need to create the environment of teachers' professional development,and establish corresponding evaluation mechanism.展开更多
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
Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty resear...Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’career development and their contexts in China since 1949.Based on relevant studies on the career development of foreign language teachers and the ecological theory,this paper involves research on the impact that different ecological systems(micro-,meso-,macro-and exo-ones)have played in the career development of Russian language teachers in China.Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China.Via literature review,narration methods and semi-structured(in-depth)interviews with the help of NVivo,this research finds that Russian language teachers’career development results from multi-faceted interactions of the following contexts:ideology,Russian language educational policies and personal factors as well as college contexts.This paper concludes with some suggestions for improving Russian language teachers’career development in China.展开更多
文摘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.
文摘In this review of the literature regarding English for Academic Purposes(EAP)teacher development,we focus on empirical studies of pedagogical initiatives,research potential,and the cognitive status of practicing EAP instructors.A selection of 107 articles published in the Journal of English for Academic Purposes and English for Specific Purposes between the years 2002 and 2021 was retrieved for our categorized review.Our investigation affirms that research by and about EAP instructors remains an underdeveloped area in the field.We also attempt to point out future directions for teacher-led research with a conceptual understanding of EAP as a research-informed practice as well as practice-motivated research.
文摘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.
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.
基金Key Project of the China Higher Education Society,“Research on the Career Development Paths and Influencing Factors of Teachers in Private Applied Undergraduate Institutions”(23PXZ0203)Shandong Province Undergraduate Teaching Reform Research Project,“Innovative Research and Practice of Diversified Nursing Talent Training System for Specialized Upgrade Based on“Medical-Educational Collaboration and School-Hospital Cooperation”(M2022049)Qingdao Binhai University Key Teaching Reform Research Project,“Innovative Strategies for Applied Nursing Specialty Experimental Teaching Driven by the Concept of“Post-Course-Competition-Certificate”(2024JZ10)”。
文摘Based on the Theory of Reasoned Action,this paper explores the influencing factors and countermeasures of teacher career development in private undergraduate institutions through questionnaire surveys.The study finds that teachers generally experience heavy workloads and time pressures,but most believe that the academic atmosphere and research activities at the school have a positive impact on their career development.The evaluation mechanisms and promotion channels are considered fair and effective,but there is still room for improvement.Teachers hold a positive attitude towards career development opportunities and promotion channels,but they perceive limited development space and promotion opportunities.Teachers’personal comprehensive qualities and abilities,as well as the development opportunities and support provided by the school,are considered key factors for career development.Disciplinary professional background,academic accumulation,research capabilities,and teacher collaboration and exchange have significant impacts on career development.Based on the findings,the following strategies are proposed:1)optimizing the work environment and reducing work pressure;2)fostering a positive academic atmosphere;3)improving evaluation mechanisms and promotion channels;4)providing continuous professional training and development support;and 5)strengthening the construction of disciplinary professional background and research capabilities.
基金The 2023 Guangdong Provincial Education Department Scientific Research Cultivation Project“Research on the Role of Informatization in Promoting the Professional Development of Teachers in Northeast Guangdong Province”(Project number:2023-SKPY01)。
文摘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.
文摘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.
基金funding from the U.S.-Kazakhstan University Partnerships program funded by the U.S.Mission to Kazakhstan and administered by American Councils[Award number SKZ100-19-CA-0149].
文摘As world events have morphed teachers’roles within English medium of instruction(EMI)contexts to incorporate more online teaching practices,teachers’integration of digital tools has faced technological and curricular challenges.While previous research has examined the integration of digital tools in face-to-face and hybrid EMI settings(e.g.,Finardi,2015;O’Dowd,2018),more research is needed to understand the familiarization process teachers engage in as they implement fully-online teaching to support their content and language integrated learning(CLIL)teaching.As part of a larger project,this case study sets out to fill this gap by examining the practices and perspectives of 30 Kazakhstani university teachers who adopted CLIL approaches while needing to adapt to fully-online teaching contexts.Using the concept of technological pedagogical content knowledge(Mishra&Koehler,2006)in tandem with Ball et al.’s(2016)seven CLIL principles as a framework,this study thematically analyzed workshop artifacts,survey responses,semi-structured interview transcripts,and videos from online class lessons to find that teachers were mediators and curators of content,language,pedagogy,and digital tools.The findings offer pedagogical insights for the implementation of professional development(PD)to prepare teachers to meaningfully curate and mediate technology into their CLIL pedagogy to teach content within EMI contexts.
基金funding from the U.S.-Kazakhstan University Partnerships program funded by the U.S.Mission to Kazakhstan and administered by American Councils[Award number SKZ100-19-CA-0149].
文摘Cultivation metaphors that compare teachers and students to gardeners and plants,respectively,have a long presence in the field of education.While such metaphors can be used to represent learner-centered pedagogies in which a teacher fosters the growth of their students,there is also a darker side to cultivation metaphors.For instance,Zipory(2020)argues that characteristics of agriculture’s grain economy-like repetitiveness,coercion,and lack of diversity-can be imposed onto education.Following Zipory’s call for the forest to serve as a more apt metaphorical trajectory for education,I propose using the forest garden as a middle ground between the traditional garden and the natural forest.To highlight the potential usefulness of the forest garden metaphor in education,I explore its application as related to teacher professional development(PD),specifically content and language integrated learning(CLIL)PD.By reflecting on the design and outcomes of Project SCILLA,a CLIL PD program for Kazakhstani university instructors,as well as CLIL PD more broadly,I demonstrate how the forest garden metaphor conceptualizes the relationships and power dynamics between and across various stakeholders in education in response to global rhetoric,national and local policies,and interpersonal interactions.By emulating the sustainable forest garden’s principles of planning and intentionality,localization,interconnectedness,diversity,creativity,and growth from decay,stakeholders can(re)shape the policies and practices of multilingual,multicultural education systems.In addition,education researchers can use a metaphorical forest garden lens to better appreciate the complexities at play within dynamic educational landscapes.
文摘The extent to which schools in a country or region prioritize the professional development of mathematics teachers influences the quality of these teachers,thereby affecting students’mathematics learning and performance.Over the years,the PISA test has evolved into the largest and most influential international educational assessment program.This study,based on PISA 2022 questionnaire data,examines the relationship between the professional growth of mathematics teachers and students’mathematics performance by analyzing samples from sixteen countries/economies.The research focuses on schools’support for mathematics teachers’professional growth,investigating the correlation with students’mathematics literacy test scores through metrics such as the average proportion of teachers who participated in professional development training courses in the past three months and the average proportion of schools offering different types of in-house professional growth training.Based on the findings,recommendations are proposed,including placing greater emphasis on the professional development and growth of mathematics teachers,as well as anchoring this growth in students’learning and development.This study provides multinational insights and scientific evidence for educational management related to mathematics teachers’professional development,offering theoretical support for improving the quality of secondary mathematics education,fostering students’mathematical literacy,and promoting educational equity.
文摘This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development,which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor(UW),Canada and Southwest University(SWU),China.This program is part of Social Sciences and Humanities Research Council of Canada(SSHRC)Partnership Grant Project,Reciprocal Learning in Teacher Education and School Education between Canada and China.The partnership builds on the Teacher Education Reciprocal Learning Program,and the Shanghai-Toronto-Beijing Sister School Network.In this article,the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China.The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China.It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’curriculum views,relationship to students,and beliefs about teaching.Their“lived stories”(Connelly&Clandinin,1990,p.6)also indicate that the personal,pedagogical,and social influences of cross-cultural experiences play important roles in beginning teachers’teaching careers.
文摘Purpose:This study aims to reveal the recent characteristics of school-based teacher development(STD)in China since it is perceived as a key measure to achieve success in raising educational quality in the country.Design/Approach/Methods:A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used.Findings:Through the lens of cultural-historical activity theory(CHAT),it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau.STD provides the venue for ordinary teachers to learn,understand,and implement the teaching initiatives promoted by the district.Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers.Originality/Value:This article argues that the administrative style of local government affected teacher community’s object,rules,and division of labor.It also contributes an indigenous interpretation of the CHAT theory.
文摘Based on the analysis of the digital foundation and transformation demands of teacher development,the paper proposes a logical architecture of teachers’digital learning from the perspective of 70-20-10 model for learning and development,including self-learning based on platform resources(10%),blended learning based on collaborative support(20%),and embedded learning based on work scenarios(70%).Then,a pyramid model of evaluation and governance for teacher development needs that is compatible with the three types of learning paradigms is proposed,i.e.,focusing on using teacher portraits to evaluate learning behaviors,using skills certification to evaluate knowledge and competencies,and focusing on ethics to promote practical wisdom.Finally,to support the transformation of learning paradigms plus evaluation and governance,this paper proposes an action architecture of service upgrading for digital transformation in teacher development,namely,creating a multi-level coherent online learning architecture for platformization,creating a seamless learning space with multi-dimensional integration for ecologization,and leading the transformation from just-in-time learning to just-in-need practice for practicalization,ultimately realizing a leap of teachers’practical wisdom.
文摘The characteristics of ESP teaching require teachers to have certain professional knowledge structure.Professional knowledge acquisition is a life-long self-development,self-improvement process.Cooperative learning is one of the effective ways of ESP teachers' professional development.The daily teaching activities of cooperation between the teachers have characteristics of plurality.To achieve cooperation of professional development,we need to create the environment of teachers' professional development,and establish corresponding evaluation mechanism.
文摘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.
文摘Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world,a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’career development and their contexts in China since 1949.Based on relevant studies on the career development of foreign language teachers and the ecological theory,this paper involves research on the impact that different ecological systems(micro-,meso-,macro-and exo-ones)have played in the career development of Russian language teachers in China.Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China.Via literature review,narration methods and semi-structured(in-depth)interviews with the help of NVivo,this research finds that Russian language teachers’career development results from multi-faceted interactions of the following contexts:ideology,Russian language educational policies and personal factors as well as college contexts.This paper concludes with some suggestions for improving Russian language teachers’career development in China.
