Scientific teaching quality evaluation system and the effective operation mechanism have a positive meaning for promoting teaching reform. Teachers’ specialization is the core of education, and is the starting point ...Scientific teaching quality evaluation system and the effective operation mechanism have a positive meaning for promoting teaching reform. Teachers’ specialization is the core of education, and is the starting point and end-result of education reform. Teachers’ professional development has three kinds of orientation rational orientation, reflection-evaluation orientation, and ecological orientation. Some new research suggests that re？ ection-evaluation orientation is the best way to improve teachers’ professional abilities. At present, reflective teacher education has become worldwide trend. Compared with experiential teaching, reflective teaching is a sort of positive tool which is used to help teachers conduct their active and professional work. The main purpose of reflective teaching is to allow teachers to reffect on their own work and self-evaluation, and improve their methodology, eventually improve teaching methods and promote student learning. Nevertheless, there are many problems in the teaching quality evaluation system in the aspects of concept, subject, standard, organization, etc. Therefore, we have to reffect and reconstruct the teaching quality evaluation system in colleges and universities.展开更多
The article holds that a critically reflective teacher has an important role to play in language teaching and learning process. Several samples of critically reflective teachers are introduced in the article to show t...The article holds that a critically reflective teacher has an important role to play in language teaching and learning process. Several samples of critically reflective teachers are introduced in the article to show that critically reflective teachers should be enthusiastic, creative and informative in language teaching and learning.展开更多
Since the 1980s,educational experts and scholars from western countries have carried out multi-level and multi-angle research on“reflection,”“reflective teaching,”“reflective teacher,”and other subject matters,a...Since the 1980s,educational experts and scholars from western countries have carried out multi-level and multi-angle research on“reflection,”“reflective teaching,”“reflective teacher,”and other subject matters,and fruitful results have been achieved[1].Since the late 1990s,the research on reflective teachers in China has gradually deepened.Not only a considerable number of papers have been published,but also numerous monographs.This paper defines the term“reflective teacher,”explores and studies the nurturing of reflective teachers,clarifies the relationship between reflection and classroom,and highlights the characteristics that reflective teachers should have.展开更多
The rapid integration of Artificial Intelligence(AI)into education necessitates a re-evaluation of teacher pro-fessional development(TPD)paradigms,particularly for pre-service teachers(PSTs)at the threshold of their c...The rapid integration of Artificial Intelligence(AI)into education necessitates a re-evaluation of teacher pro-fessional development(TPD)paradigms,particularly for pre-service teachers(PSTs)at the threshold of their careers.This paper explores new pathways for TPD through a case study focused on PSTs’utilization of AI tools for two fundamental pedagogical tasks:lesson planning and teaching reflection.The study investigates how engagement with selected AI applications,such as those designed for generating lesson frameworks and facilitating reflective practice,influences PSTs’skill acquisition,pedagogical thinking,and overall professional growth.Key findings from the synthesized case study reveal that while AI offers considerable benefits—in-cluding enhanced efficiency in planning,the generation of novel instructional ideas,and more structured,data-informed reflection—PSTs also encounter significant challenges.These include navigating the variable quality of AI-generated outputs,developing the critical AI literacy and prompt engineering skills required for effective use,addressing ethical considerations,and achieving deep pedagogical integration beyond superficial task com-pletion.The study underscores the importance of AI-related Technological Pedagogical Content Knowledge(AI-TPACK)and suggests that AI can foster a cycle of continuous pedagogical improvement.The implications of these findings point towards a need to reimagine TPD,embedding AI literacy and critical engagement with AI tools within teacher education curricula to prepare PSTs for an AI-augmented educational landscape.This paper contributes to the field of Artificial Intelligence Education Studies by providing empirical insights into the practical application of AI in foundational teacher training and by proposing more dynamic,personalized,and practice-oriented professional development pathways.展开更多
The rapid integration of Artificial Intelligence(AI)into education necessitates a re-evaluation of teacher pro-fessional development(TPD)paradigms,particularly for pre-service teachers(PSTs)at the threshold of their c...The rapid integration of Artificial Intelligence(AI)into education necessitates a re-evaluation of teacher pro-fessional development(TPD)paradigms,particularly for pre-service teachers(PSTs)at the threshold of their careers.This paper explores new pathways for TPD through a case study focused on PSTs’utilization of AI tools for two fundamental pedagogical tasks:lesson planning and teaching reflection.The study investigates how engagement with selected AI applications,such as those designed for generating lesson frameworks and facilitating reflective practice,influences PSTs’skill acquisition,pedagogical thinking,and overall professional growth.Key findings from the synthesized case study reveal that while AI offers considerable benefits—in-cluding enhanced efficiency in planning,the generation of novel instructional ideas,and more structured,data-informed reflection—PSTs also encounter significant challenges.These include navigating the variable quality of AI-generated outputs,developing the critical AI literacy and prompt engineering skills required for effective use,addressing ethical considerations,and achieving deep pedagogical integration beyond superficial task com-pletion.The study underscores the importance of AI-related Technological Pedagogical Content Knowledge(AI-TPACK)and suggests that AI can foster a cycle of continuous pedagogical improvement.The implications of these findings point towards a need to reimagine TPD,embedding AI literacy and critical engagement with AI tools within teacher education curricula to prepare PSTs for an AI-augmented educational landscape.This paper contributes to the field of Artificial Intelligence Education Studies by providing empirical insights into the practical application of AI in foundational teacher training and by proposing more dynamic,personalized,and practice-oriented professional development pathways.展开更多
Purpose:Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 2Ist-century skills.Many Chinese teachers,however,lack confidence and experience...Purpose:Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 2Ist-century skills.Many Chinese teachers,however,lack confidence and experiences in shifting from teacher-centered pedagogical practices to such student-centered practices.This study examined Chinese elementary school teachers'reflections on learning to facilitate small-group collaborative reasoning(CR)discussions in their classrooms.Design/Approach/Methods:Two fourth-grade teachers in a public school in Beijing,China,participated in the study,where they participated in seven semi-structured debriefing interviews and wrote 13 reflective journals.Thematic analysis of the debriefing interviews and journals was carried out to understand the teachers'learning progress.Findings:The results showed that although the teachers encountered major challenges,such as a drastic shift in their roles,the intense cognitive demands of scaffolding,and the emotional stress of handling the uncertainties of CR discussions,they also made noteworthy progress while learning to facilitate CR discussions.The teachers'achievement goal orientations seem to have played a major role in how they responded to the challenges and whether they made progress.Originality/Value:This study reveals insights into the challenges and progress that the teachers experienced when learning to use a discussion-based teaching approach.It sheds light on the motivational mechanism of teacher learning and provides guidance on how to support Chinese teachers through the use of small-group collaborative discussions.展开更多
It has been commonplace to hear of teacher educators promoting reflective practice. The feasibility of the ways of reflective practice suggested in the recent literature will be reviewed. This paper arises from the co...It has been commonplace to hear of teacher educators promoting reflective practice. The feasibility of the ways of reflective practice suggested in the recent literature will be reviewed. This paper arises from the conceptualization of reflection and a review of the concrete problems facing Hong Kong practitioners. In revisiting reflective practice as it is limited and constrained by the heavy workload of English teachers in Hong Kong, it seems to be of utmost importance to provide feasible ways for these teachers to develop their professional competence in this area. The difficulties and the problems that constrain Hong Kong teachers’ reflective practice shall be highlighted and it is argued that what in-service teachers require is a viable and effective way of being reflective. I shall suggest "Chatin-private" (Ouyang, 1997) as an alternative for the overworked teachers to remain reflective in the case of Hong Kong with a particular emphasis on workload of secondary school teachers.展开更多
文摘Scientific teaching quality evaluation system and the effective operation mechanism have a positive meaning for promoting teaching reform. Teachers’ specialization is the core of education, and is the starting point and end-result of education reform. Teachers’ professional development has three kinds of orientation rational orientation, reflection-evaluation orientation, and ecological orientation. Some new research suggests that re？ ection-evaluation orientation is the best way to improve teachers’ professional abilities. At present, reflective teacher education has become worldwide trend. Compared with experiential teaching, reflective teaching is a sort of positive tool which is used to help teachers conduct their active and professional work. The main purpose of reflective teaching is to allow teachers to reffect on their own work and self-evaluation, and improve their methodology, eventually improve teaching methods and promote student learning. Nevertheless, there are many problems in the teaching quality evaluation system in the aspects of concept, subject, standard, organization, etc. Therefore, we have to reffect and reconstruct the teaching quality evaluation system in colleges and universities.
文摘The article holds that a critically reflective teacher has an important role to play in language teaching and learning process. Several samples of critically reflective teachers are introduced in the article to show that critically reflective teachers should be enthusiastic, creative and informative in language teaching and learning.
文摘Since the 1980s,educational experts and scholars from western countries have carried out multi-level and multi-angle research on“reflection,”“reflective teaching,”“reflective teacher,”and other subject matters,and fruitful results have been achieved[1].Since the late 1990s,the research on reflective teachers in China has gradually deepened.Not only a considerable number of papers have been published,but also numerous monographs.This paper defines the term“reflective teacher,”explores and studies the nurturing of reflective teachers,clarifies the relationship between reflection and classroom,and highlights the characteristics that reflective teachers should have.
文摘The rapid integration of Artificial Intelligence(AI)into education necessitates a re-evaluation of teacher pro-fessional development(TPD)paradigms,particularly for pre-service teachers(PSTs)at the threshold of their careers.This paper explores new pathways for TPD through a case study focused on PSTs’utilization of AI tools for two fundamental pedagogical tasks:lesson planning and teaching reflection.The study investigates how engagement with selected AI applications,such as those designed for generating lesson frameworks and facilitating reflective practice,influences PSTs’skill acquisition,pedagogical thinking,and overall professional growth.Key findings from the synthesized case study reveal that while AI offers considerable benefits—in-cluding enhanced efficiency in planning,the generation of novel instructional ideas,and more structured,data-informed reflection—PSTs also encounter significant challenges.These include navigating the variable quality of AI-generated outputs,developing the critical AI literacy and prompt engineering skills required for effective use,addressing ethical considerations,and achieving deep pedagogical integration beyond superficial task com-pletion.The study underscores the importance of AI-related Technological Pedagogical Content Knowledge(AI-TPACK)and suggests that AI can foster a cycle of continuous pedagogical improvement.The implications of these findings point towards a need to reimagine TPD,embedding AI literacy and critical engagement with AI tools within teacher education curricula to prepare PSTs for an AI-augmented educational landscape.This paper contributes to the field of Artificial Intelligence Education Studies by providing empirical insights into the practical application of AI in foundational teacher training and by proposing more dynamic,personalized,and practice-oriented professional development pathways.
文摘The rapid integration of Artificial Intelligence(AI)into education necessitates a re-evaluation of teacher pro-fessional development(TPD)paradigms,particularly for pre-service teachers(PSTs)at the threshold of their careers.This paper explores new pathways for TPD through a case study focused on PSTs’utilization of AI tools for two fundamental pedagogical tasks:lesson planning and teaching reflection.The study investigates how engagement with selected AI applications,such as those designed for generating lesson frameworks and facilitating reflective practice,influences PSTs’skill acquisition,pedagogical thinking,and overall professional growth.Key findings from the synthesized case study reveal that while AI offers considerable benefits—in-cluding enhanced efficiency in planning,the generation of novel instructional ideas,and more structured,data-informed reflection—PSTs also encounter significant challenges.These include navigating the variable quality of AI-generated outputs,developing the critical AI literacy and prompt engineering skills required for effective use,addressing ethical considerations,and achieving deep pedagogical integration beyond superficial task com-pletion.The study underscores the importance of AI-related Technological Pedagogical Content Knowledge(AI-TPACK)and suggests that AI can foster a cycle of continuous pedagogical improvement.The implications of these findings point towards a need to reimagine TPD,embedding AI literacy and critical engagement with AI tools within teacher education curricula to prepare PSTs for an AI-augmented educational landscape.This paper contributes to the field of Artificial Intelligence Education Studies by providing empirical insights into the practical application of AI in foundational teacher training and by proposing more dynamic,personalized,and practice-oriented professional development pathways.
基金supported by grants from the Ministry of Education of the People's Republic of China(17YJA190009)to Hong Li and a Small Grant from the University of Montana to Jingjing Sun.
文摘Purpose:Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 2Ist-century skills.Many Chinese teachers,however,lack confidence and experiences in shifting from teacher-centered pedagogical practices to such student-centered practices.This study examined Chinese elementary school teachers'reflections on learning to facilitate small-group collaborative reasoning(CR)discussions in their classrooms.Design/Approach/Methods:Two fourth-grade teachers in a public school in Beijing,China,participated in the study,where they participated in seven semi-structured debriefing interviews and wrote 13 reflective journals.Thematic analysis of the debriefing interviews and journals was carried out to understand the teachers'learning progress.Findings:The results showed that although the teachers encountered major challenges,such as a drastic shift in their roles,the intense cognitive demands of scaffolding,and the emotional stress of handling the uncertainties of CR discussions,they also made noteworthy progress while learning to facilitate CR discussions.The teachers'achievement goal orientations seem to have played a major role in how they responded to the challenges and whether they made progress.Originality/Value:This study reveals insights into the challenges and progress that the teachers experienced when learning to use a discussion-based teaching approach.It sheds light on the motivational mechanism of teacher learning and provides guidance on how to support Chinese teachers through the use of small-group collaborative discussions.
文摘It has been commonplace to hear of teacher educators promoting reflective practice. The feasibility of the ways of reflective practice suggested in the recent literature will be reviewed. This paper arises from the conceptualization of reflection and a review of the concrete problems facing Hong Kong practitioners. In revisiting reflective practice as it is limited and constrained by the heavy workload of English teachers in Hong Kong, it seems to be of utmost importance to provide feasible ways for these teachers to develop their professional competence in this area. The difficulties and the problems that constrain Hong Kong teachers’ reflective practice shall be highlighted and it is argued that what in-service teachers require is a viable and effective way of being reflective. I shall suggest "Chatin-private" (Ouyang, 1997) as an alternative for the overworked teachers to remain reflective in the case of Hong Kong with a particular emphasis on workload of secondary school teachers.
