Abstract
There are many problems with the convention teacher education model, such as the short internship time during pre-job training, and the limited experience, pertinence, and effectiveness of on-the-job training. Fortunately, the teacher development school mechanism provides a viable solution to these problems. Therefore, the construction quality of such schools is of great significance to the teaching level and professional development of school teachers, as well as the overall development of students. As a result, this paper proposes a method to evaluate the construction quality of teacher development schools based on an improved artificial neural network. Firstly, an evaluation index system was established for the construction quality of teacher development schools, which consists of 5 core evaluation indices, and the periodical scoring criteria were detailed. Then, the feasibility of the proposed evaluation index system was verified through reliability, validity, and difference analyses. Finally, a combined neural network was constructed to evaluate the construction quality of teacher development schools. The experimental results show that our model can effectively predict the construction quality of teacher development schools, providing a reference for project quality evaluation in other fields.
Highlights
There are many problems with the convention teacher education model, such as the short internship time during pre-job training, and the limited experience, pertinence, and effectiveness of on-the-job training [1,2,3,4]
This paper proposes a construction quality evaluation method for teacher development schools based on an improved artificial neural network
In the Matlab simulation environment, this paper took the construction quality evaluation of a teacher development school as an example to verify the effectiveness of the combined neural network in quality evaluation
Summary
There are many problems with the convention teacher education model, such as the short internship time during pre-job training, and the limited experience, pertinence, and effectiveness of on-the-job training [1,2,3,4]. This paper believes that the construction of a scientific teacher development school begins with adequate preparations, including carrying out inquisitive research and practice of learning organizations, making the school students-centred, training teachers and students in practice and adhering to training goals, values and cultures and maintaining professional and consistent evaluation criteria for curriculums and systems. It indicates that under the guidance of periodical scores, the construction of a teacher development school can achieve significant progress
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Emerging Technologies in Learning (iJET)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
