By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service te...By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service teachers know about informatization instruction?What is their level of informatization teaching ability?(2)What factors influence pre-service teachers’ability to deliver informatization instruction?How to overcome the obstacles?The inquiry focuses on the theoretical exploration of informatization teaching ability,questionnaire,and interview analysis on the current condition and improvement of pre-service teachers’informatization teaching ability.The data from the questionnaire and interview of the pre-service teachers were evaluated from three dimensions:awareness and attitude towards informatization teaching,knowledge of informatization teaching,and the ability to apply informatization teaching skills innovatively and comprehensively.The 3S-7D(Three Subjects and Seven Duties)model consisting of three subjects and the seven duties that go with them is established.The three subjects include pre-service teachers,teacher educators,and higher education schools.The seven duties involve pre-service teachers demonstrating learning motivation,cross-discipline thinking,and information and communications technology mastery;teacher educators actively constructing informatization teaching practice and formative assessment;and higher education schools providing adequate hardware and software equipment while offering cooperative opportunities with primary and junior schools through institutionalization.展开更多
Lead-in, referring to the teaching activities at the very beginning of a class, is one of the most basic steps in English classroom teaching. Short though it is, it plays an essential role in arousing students' at...Lead-in, referring to the teaching activities at the very beginning of a class, is one of the most basic steps in English classroom teaching. Short though it is, it plays an essential role in arousing students' attention, stirring up students' interest, enhancing their motivation, activating the atmosphere of classroom teaching, and achieving teaching objectives. Based on the previous literature about lead-in, the author first discusses the importance and functions of lead-in, and then analyzes some lead-in strategies on the basis of the 17 teaching cases of pre-service English teachers.展开更多
This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and...This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues;yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.展开更多
Background: The Maternal and Child Survival Program of United States Agency for International Development conducted a study in 2017 to assess the outcome of an initiative to strengthen Expanded Programme on Immunizati...Background: The Maternal and Child Survival Program of United States Agency for International Development conducted a study in 2017 to assess the outcome of an initiative to strengthen Expanded Programme on Immunization (EPI) pre-service training. The pre-service training initiative was undertaken by the Ministry of Health (MOH) with support from partners in 2012-2016. The overall objective of the study was to assess the adoption and effectiveness of the initiative in the competency (knowledge, skills and attitude) of graduate nurses. Methods: The study included a conveniently selected sample of 14 pre-service training institutions, 23 field practicum sites, and 29 health facilities in western Kenya, and used quantitative and qualitative methods of data collection. Results: All pre-service training institutions were found to have adapted the WHO EPI prototype curriculum. Overall, tutors followed training method in the classroom as suggested in the curriculum, except evaluation of students’ learning lacked tests or quizzes. Students had opportunities for hands-on practical experience in the field practicum sites. Graduate nurses were found to have acquired the skills for vaccinating children. However, some pre-service training institutions lacked functional skills labs for practical learning of students. In addition, students did not receive up-to-date information on EPI program, and lacked knowledge and skills on monitoring and documentation of EPI coverage during preservice training. Conclusions: It appears that the EPI pre-service training strengthening initiatives facilitated competency-based EPI training of nurses in Kenya. However, preservice training institutions still have scope for improvement in the skills lab, hand-washing practice, providing up-to-date information, and training students on coverage monitoring and documentation.展开更多
Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in t...Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).展开更多
The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this st...The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.展开更多
The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this st...The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.展开更多
For the teacher’s professional development,identity plays a crucial role in promoting the teacher’s maturity and skills.For pre-service teachers,the level of identity determines whether they are willing or even dete...For the teacher’s professional development,identity plays a crucial role in promoting the teacher’s maturity and skills.For pre-service teachers,the level of identity determines whether they are willing or even determined to take teaching as their future career,and also represents whether their professional development is smooth.Therefore,the research on pre-service teachers’identity is of great significance.Combining quantitative analysis and qualitative analysis,this study aims to explore whether the identity of pre-service English teachers changes before and after the practicum and the influencing factors during the practicum through questionnaire surveys and semi-structured interviews.Based on the four dimensions of identity proposed by Xun,Sun,and Peng(2014),this study investigated the juniors before their practice and the seniors who had practiced for two months.It is found that the scores of careers belonging,foreign language teaching belief,English proficiency,work involvement,professional behaviour tendency,and foreign language teaching reform are higher than those of the students before the practicum.Through semi-structured interviews,it can be concluded that the factors affecting identity include personal factors,mentor factors,job content,and organizational support factors.According to the survey results,this study puts forward corresponding suggestions to improve the positive impact of practicum on students’identity.展开更多
According to curriculum reform,more diversified ways of evaluation on students are needed.In response to the need of this,recent years have seen an increase in using portfolio assessment as evaluation method in Englis...According to curriculum reform,more diversified ways of evaluation on students are needed.In response to the need of this,recent years have seen an increase in using portfolio assessment as evaluation method in English writing teaching,which is a kind of formative assessment.Prior studies investigated the effects of portfolio assessment on improving students’writing abilities from students’points of views.However,this thesis is set from the angles of pre-service teachers,which looks at their perceptions to using portfolio assessment in teaching writing.展开更多
Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about la...Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.展开更多
As a particular genre,Abstract is a growing field of study in linguistics. Move analysis is one aspect that has conducted to describe RA abstract. This article analyzed the particular genre with the purpose of helping...As a particular genre,Abstract is a growing field of study in linguistics. Move analysis is one aspect that has conducted to describe RA abstract. This article analyzed the particular genre with the purpose of helping them work out good abstracts for academic writing to improve their ability of doing research. One hundred abstracts were selected randomly from all the 450 graduation papers written by Eng lish-major pre-service teachers in 2010 in Hunan First Normal University in China. These informative abstracts were analyzed with the framework of Hyland's 2000 Model. The results revealed that these English-major pre-service teachers haven't done well in the abstract writing for their graduation paper, most of whom have no good understanding about the move model and move sequence, which impli cates that explicit introduction of terms of genre, move and move sequence etc., and training on how to write good abstracts in future study are really needed.展开更多
Based on the identity theory and the sociological institutionalism theory,this study establishes a triple identity analysis framework and describes the interaction pattern and internal logic between the internal ident...Based on the identity theory and the sociological institutionalism theory,this study establishes a triple identity analysis framework and describes the interaction pattern and internal logic between the internal identity cognition and the external identity expectation of rural-oriented pre-service teachers through the study of educational ethnography.It is found that while they form a dominant identity in the interaction with policies,they are also endowed with the identity“privilege”and the energized learning motivation,but there are mutual restrictions between policies’entitlement and empowerment.In the interaction with social norms,they exchange with the policies reciprocally due to the torture of moral obligation,and then consciously undertake the responsibilities of their identity,but ego and publicity still conflict with each other in the underlying logic.In the interaction with their ego,they gradually reconcile with themselves and reshape their identity after experiencing identity rejection under the stigmatization cognition.Then,in the process of habitualization and institutionalization of identity,they adopt two different strategies:passive compromise and active adjustment.展开更多
The educational practice of pre-service teachers is an essential part of teacher training.As an important form of educational practice,volunteer teaching can effectively improve the quality of teacher training and bri...The educational practice of pre-service teachers is an essential part of teacher training.As an important form of educational practice,volunteer teaching can effectively improve the quality of teacher training and bridge the serving of basic education.Upon the literature review on existing volunteer teaching models,this paper develops a teaching community of teachers under“Internet Plus”and the prototype of a“relay”volunteer teaching model towards the integrated design of training undergraduate pre-teachers and improving the educational quality of small rural schools.The sound“relay”volunteer teaching model has been formed upon revisions around checking its completeness,optimizing its operability,and enhancing its stability using the design-based research paradigm according to the research path of“planning-application-reflection-improvement.”The practice has indicated positive effects of the new model in promoting the academic development of students in small rural schools,enhancing the classroom teaching competency of rural teachers,and improving the professionalism of pre-service teachers.The quality and efficiency of the new model can be improved through initiatives such as providing timely and efficient technical support,establishing a favorable and harmonious relationship between teachers and students,adopting guidance with double-qualified instructors for instant companionship,and implementing flexible incentives and restraints.展开更多
The purpose of this study was to compare pre-service teachers’views of ethical issues in assessment practices in the US and China.Focus group interviews were conducted among 16 pre-service teachers from the US and 15...The purpose of this study was to compare pre-service teachers’views of ethical issues in assessment practices in the US and China.Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China.Results indicated that the inclusion of effort in grading is a key issue for the pre-service teachers in both the US and China.American pre-service teachers have more consistent views with experts regarding using multiple assessment methods and communications about grading.Pre-service teachers in both countries appeared to have consistent views with experts regarding the confidentiality and standardized test preparation.The findings of this study can help build guidelines regarding ethical issues in classroom assessment.展开更多
文摘By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service teachers know about informatization instruction?What is their level of informatization teaching ability?(2)What factors influence pre-service teachers’ability to deliver informatization instruction?How to overcome the obstacles?The inquiry focuses on the theoretical exploration of informatization teaching ability,questionnaire,and interview analysis on the current condition and improvement of pre-service teachers’informatization teaching ability.The data from the questionnaire and interview of the pre-service teachers were evaluated from three dimensions:awareness and attitude towards informatization teaching,knowledge of informatization teaching,and the ability to apply informatization teaching skills innovatively and comprehensively.The 3S-7D(Three Subjects and Seven Duties)model consisting of three subjects and the seven duties that go with them is established.The three subjects include pre-service teachers,teacher educators,and higher education schools.The seven duties involve pre-service teachers demonstrating learning motivation,cross-discipline thinking,and information and communications technology mastery;teacher educators actively constructing informatization teaching practice and formative assessment;and higher education schools providing adequate hardware and software equipment while offering cooperative opportunities with primary and junior schools through institutionalization.
文摘Lead-in, referring to the teaching activities at the very beginning of a class, is one of the most basic steps in English classroom teaching. Short though it is, it plays an essential role in arousing students' attention, stirring up students' interest, enhancing their motivation, activating the atmosphere of classroom teaching, and achieving teaching objectives. Based on the previous literature about lead-in, the author first discusses the importance and functions of lead-in, and then analyzes some lead-in strategies on the basis of the 17 teaching cases of pre-service English teachers.
文摘This paper is part of a larger cross-sectional, phenomenological study that examined pre-service teachers’ belief of the competencies they possess to teach socially sensitive issues at secondary level in Trinidad and Tobago. Purposive sampling resulted in 39 pre-service social studies teachers (Years 2 to 4) who were exposed to a methodology course in a social studies specialisation programme and nine social studies lecturers, at the University of Trinidad and Tobago. The study is located in the mixed methods paradigm, with a quan/QUAL design. This paper represents discussions and findings from two questionnaires and four focus groups analysed through the IBM SPSS Statistics 22 software for the quantitative analysis and content and micro-interlocutor analyses for the qualitative analysis. The findings show that pre-service teachers believe they have the competencies to teach socially sensitive issues;yet they had not obtained these from the designated methodology course. Further that both contextual and personal factors affect the teaching of socially sensitive issues. Six themes, with accompanying competencies emerge from the data and frame affective teaching of socially sensitive issues. Arising out of the findings, the author developed a competency-based framework that has implications for curriculum development and transformational pedagogy.
文摘Background: The Maternal and Child Survival Program of United States Agency for International Development conducted a study in 2017 to assess the outcome of an initiative to strengthen Expanded Programme on Immunization (EPI) pre-service training. The pre-service training initiative was undertaken by the Ministry of Health (MOH) with support from partners in 2012-2016. The overall objective of the study was to assess the adoption and effectiveness of the initiative in the competency (knowledge, skills and attitude) of graduate nurses. Methods: The study included a conveniently selected sample of 14 pre-service training institutions, 23 field practicum sites, and 29 health facilities in western Kenya, and used quantitative and qualitative methods of data collection. Results: All pre-service training institutions were found to have adapted the WHO EPI prototype curriculum. Overall, tutors followed training method in the classroom as suggested in the curriculum, except evaluation of students’ learning lacked tests or quizzes. Students had opportunities for hands-on practical experience in the field practicum sites. Graduate nurses were found to have acquired the skills for vaccinating children. However, some pre-service training institutions lacked functional skills labs for practical learning of students. In addition, students did not receive up-to-date information on EPI program, and lacked knowledge and skills on monitoring and documentation of EPI coverage during preservice training. Conclusions: It appears that the EPI pre-service training strengthening initiatives facilitated competency-based EPI training of nurses in Kenya. However, preservice training institutions still have scope for improvement in the skills lab, hand-washing practice, providing up-to-date information, and training students on coverage monitoring and documentation.
文摘Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).
文摘The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.
文摘The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.
文摘For the teacher’s professional development,identity plays a crucial role in promoting the teacher’s maturity and skills.For pre-service teachers,the level of identity determines whether they are willing or even determined to take teaching as their future career,and also represents whether their professional development is smooth.Therefore,the research on pre-service teachers’identity is of great significance.Combining quantitative analysis and qualitative analysis,this study aims to explore whether the identity of pre-service English teachers changes before and after the practicum and the influencing factors during the practicum through questionnaire surveys and semi-structured interviews.Based on the four dimensions of identity proposed by Xun,Sun,and Peng(2014),this study investigated the juniors before their practice and the seniors who had practiced for two months.It is found that the scores of careers belonging,foreign language teaching belief,English proficiency,work involvement,professional behaviour tendency,and foreign language teaching reform are higher than those of the students before the practicum.Through semi-structured interviews,it can be concluded that the factors affecting identity include personal factors,mentor factors,job content,and organizational support factors.According to the survey results,this study puts forward corresponding suggestions to improve the positive impact of practicum on students’identity.
文摘According to curriculum reform,more diversified ways of evaluation on students are needed.In response to the need of this,recent years have seen an increase in using portfolio assessment as evaluation method in English writing teaching,which is a kind of formative assessment.Prior studies investigated the effects of portfolio assessment on improving students’writing abilities from students’points of views.However,this thesis is set from the angles of pre-service teachers,which looks at their perceptions to using portfolio assessment in teaching writing.
文摘Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.
文摘As a particular genre,Abstract is a growing field of study in linguistics. Move analysis is one aspect that has conducted to describe RA abstract. This article analyzed the particular genre with the purpose of helping them work out good abstracts for academic writing to improve their ability of doing research. One hundred abstracts were selected randomly from all the 450 graduation papers written by Eng lish-major pre-service teachers in 2010 in Hunan First Normal University in China. These informative abstracts were analyzed with the framework of Hyland's 2000 Model. The results revealed that these English-major pre-service teachers haven't done well in the abstract writing for their graduation paper, most of whom have no good understanding about the move model and move sequence, which impli cates that explicit introduction of terms of genre, move and move sequence etc., and training on how to write good abstracts in future study are really needed.
基金the New Liberal Arts Research and Reform Practice Project of the Ministry of Education titled“Theory and Practice of the Cultivation of the Rural-Oriented Pre-service Teachers with Chinese Characteristics”(No.2021150017)the Postgraduate Practice Innovation Program of Jiangsu Province titled“Stipulations and Historic Changes:Research on the Occupational Values of Rural Teachers in the New Era from the Perspective of Microcosmic History”(No.SJCX21_1076)Teaching Subject of Undergraduate Education of Jiangsu Normal University titled“Research on Practical Cultivation of the Cultural and Moral Characters of Rural-Oriented Pre-service Teachers”(No.JYKTY202109).
文摘Based on the identity theory and the sociological institutionalism theory,this study establishes a triple identity analysis framework and describes the interaction pattern and internal logic between the internal identity cognition and the external identity expectation of rural-oriented pre-service teachers through the study of educational ethnography.It is found that while they form a dominant identity in the interaction with policies,they are also endowed with the identity“privilege”and the energized learning motivation,but there are mutual restrictions between policies’entitlement and empowerment.In the interaction with social norms,they exchange with the policies reciprocally due to the torture of moral obligation,and then consciously undertake the responsibilities of their identity,but ego and publicity still conflict with each other in the underlying logic.In the interaction with their ego,they gradually reconcile with themselves and reshape their identity after experiencing identity rejection under the stigmatization cognition.Then,in the process of habitualization and institutionalization of identity,they adopt two different strategies:passive compromise and active adjustment.
基金the General Project in the 13th Five-Year Plan for Pedagogy under the National Social Science Fund of China in 2020:Research on the Implementation of Moral Education in Institutions of Higher Education from the Perspective of Online First-Class Courses(No.BEA200112).
文摘The educational practice of pre-service teachers is an essential part of teacher training.As an important form of educational practice,volunteer teaching can effectively improve the quality of teacher training and bridge the serving of basic education.Upon the literature review on existing volunteer teaching models,this paper develops a teaching community of teachers under“Internet Plus”and the prototype of a“relay”volunteer teaching model towards the integrated design of training undergraduate pre-teachers and improving the educational quality of small rural schools.The sound“relay”volunteer teaching model has been formed upon revisions around checking its completeness,optimizing its operability,and enhancing its stability using the design-based research paradigm according to the research path of“planning-application-reflection-improvement.”The practice has indicated positive effects of the new model in promoting the academic development of students in small rural schools,enhancing the classroom teaching competency of rural teachers,and improving the professionalism of pre-service teachers.The quality and efficiency of the new model can be improved through initiatives such as providing timely and efficient technical support,establishing a favorable and harmonious relationship between teachers and students,adopting guidance with double-qualified instructors for instant companionship,and implementing flexible incentives and restraints.
文摘The purpose of this study was to compare pre-service teachers’views of ethical issues in assessment practices in the US and China.Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China.Results indicated that the inclusion of effort in grading is a key issue for the pre-service teachers in both the US and China.American pre-service teachers have more consistent views with experts regarding using multiple assessment methods and communications about grading.Pre-service teachers in both countries appeared to have consistent views with experts regarding the confidentiality and standardized test preparation.The findings of this study can help build guidelines regarding ethical issues in classroom assessment.
