Model Of Teacher Education Research Articles

Applying the ADDIE Model to Optimize Blended Foreign Language Teaching Practice: A Case Study of the 'Sino-Japanese Intercultural Communication' Course

Based on the ADDIE model, this study explores the analysis, design, development, implementation, and evaluation processes of this teaching model in the "Sino-Japanese Intercultural Communication" course. It reveals that the blended learning model has a positive impact on enhancing language skills and meeting learner needs. This research aims to assist learners in improving their understanding of both Chinese and Japanese languages and cultures, foster intercultural communication skills, and provide valuable guidance and insights for the teaching model of the "Sino-Japanese Intercultural Communication" course. Additionally, it offers empirical support for research in the field of blended teaching models in foreign language education.

Retracted: Closed Home Physical Education Teaching Model and Response Strategies Based on Big Data Technology.

[This retracts the article DOI: 10.1155/2022/7670725.].

Literacy in Indian Akshara Languages and Other Transparent Orthographic Languages - Teacher Education Considerations

Alphabet-based languages are more often researched in literacy acquisition and education than akshara languages. Languages that use alphasyllabaries including symbols, called aksharas, represent a large portion of the world languages, including the languages in the second most populous country, India. This conceptual research paper addresses teacher education in literacy related to akshara languages. Using theory and research base of existing alphabet and akshara acquisition, with teacher education standards for literacy in alphabet languages, this paper presents a model for teacher education in literacy for akshara languages. This framework provides teacher education standards and other considerations such as evaluation of teacher education curriculum and performance to enable data-based decision making in literacy instruction. The premise of this paper is to approach the problem of dismal literacy rates by drawing into the robust research in alphabetic language literacy education by using a systematic approach to target the source – pre-service teacher education. While the paper addresses examples of languages in India, other transparent orthographies that use symbols or aksharas can draw from this to inform their teacher education in literacy

Promoting the Effect of Higher Vocational Aesthetic Education Based on "Art Experience"

Since the 20th century, the education department has attached great importance to the aesthetic education work in universities, but most of the aesthetic education teaching models in universities are outdated, especially in vocational colleges where the emphasis on skills and the neglect of literacy have resulted in a low effectiveness of aesthetic education. The article attempts to apply the paradigm of art experiential teaching to aesthetic education teaching; Emphasize the application of aesthetic education models in the era of digital globalization; Incorporating the new era of aesthetic education into the "spiritual context of Chinese aesthetic education" reflects the modernity of aesthetic education teaching, in order to enhance the effectiveness of aesthetic education.

Innovation and Practice of Aesthetic Education Teaching Model in Universities

Innovation and Practice of Aesthetic Education Teaching Model in Universities

Wither Pre-service Teacher Education in Zimbabwe? Object Lessons from Teacher Education Systems in the United Kingdom, United States and South Africa

After pragmatically tinkering with quantity-oriented models of teacher education since early 1980s, Zimbabwe now seems to be faced with quality challenges, necessitating change of policy direction. In recent years, disquiet has been voiced about the declining quality of school education, a trend widely attributed to the low quality of teachers. This has put teacher education provision in Zimbabwe in the spotlight of critical and in some instances derisive scrutiny. Under such circumstances, one would reasonably expect teacher education policy-makers to be diligently seized with change efforts. However, teacher education policy-makers seem to be dithering indecisively in relation to suggesting new directions for teacher education in Zimbabwe. This paper attempts to break the deafening silence in the teacher education policy community by suggesting some objects lessons for the teacher education system in Zimbabwe on the basis of insights derived from analyzing teacher education systems in the United Kingdom, United States and South Africa.

Retracted: The Impact of Digital Technology on the Optimization of Higher Education Teaching Models in an Epidemic Environment

Retracted: The Impact of Digital Technology on the Optimization of Higher Education Teaching Models in an Epidemic Environment

Preservice teacher professional identity: Influence of the teacher educator and the teacher education model

The objective of this study is to estimate the association between the following variables: teacher professional identity, the teacher education model adopted, the type of teacher educator, and academic progression of teacher education students. A purposive and convenience sampling process was used to recruit 662 preservice teachers attending teacher education programs at three Chilean universities. A sociodemographic survey and teacher professional identity scale were administered to these preservice students. Data were analysed using Spearman correlation, the Kruskal-Wallis test, and multiple linear regression. Results how different types of teacher educator profiles and teacher education models positively correlate with professional identity; furthermore, levels of professional identity were found to differ in connection with students’ level (year) within their teacher education program. It was also found that the profile of teacher trainers, who are also schoolteachers, and the critical-intellectual educational model are predictors of teacher professional identity. In the discussion, these results are analysed based on the literature.

Research on the construction and sustainable development of online teaching model for universities based on deep learning

Abstract The worldwide outbreak and pandemic of the New Crown Pneumonia epidemic in 2020 spawned changes in higher education, the most obvious of which was the shift from offline to online teaching models. In this paper, we view online teaching practice activities during the epidemic as a complete dissemination process and systematically study online teaching models in higher education based on convolutional neural network theory. By interpreting the interview records of 100 university teachers interviewed, we can get that 34% of teachers consider themselves as the role of sharers, 29% consider themselves as the leader of students on the learning path, and 24% consider themselves as the role of nurturer for students. Meanwhile, dozens more teachers positioned themselves in various roles that distinguished them from their usual educator roles. From the above data, we can see that the online teaching model has promoted the transformation of teachers’ roles, which is conducive to the development of online teaching and more conducive to promoting the sustainable development of online teaching.

Stakeholders’ Perspectives of Early Childhood Education Language and Literacy Laboratories in the United Arab Emirates

Language and literacy laboratories (LLLs) have been instrumental in the preparation of early childhood education (ECE), as reading is considered pivotal for novice learners. This study focused on the perspectives of pre- and in-service teachers and their instructors on the level of readiness to teach literacy through LLLs using the professional development school model of teacher education. The study employed a pragmatism-driven sequential mixed-methods research design consisting of a self-administered survey of 720 respondents who were randomly selected during the 2021–2022 academic year. In-depth interviews were subsequently conducted with 42 pre- and in-service teachers and their instructors. Following the descriptive analysis of the quantitative data, the qualitative data were thematically analyzed. The three emergent themes were participants’ experiences in the ECE program, their views on the implementation of LLLs, and the effectiveness of literacy strategies. The paper concludes with recommendations for the strategic implementation of LLLs and adoption of multiple language strategies for language teaching and assessment.

An Investigation of Pre-Service Teacher Preparation Programs in Teacher Education and Co-Teaching Models

An Investigation of Pre-Service Teacher Preparation Programs in Teacher Education and Co-Teaching Models

IS ALTERNATIVE TEACHER EDUCATION AN OPTION FOR UKRAINE?

The present paper is devoted to the study of alternative models of teacher education in the USA. Its relevance has recently grown owing to the political, sociological, demographic, and economic challenges Ukraine faces caused by the full-blown military intervention. As many as twenty-seven thousand teachers fled the country to seek refuge, which led to substantial teaching force shortages. Alternative pathways to the teaching profession can potentially alleviate some of the problems in education, as the US experience of non-traditional teacher preparation has demonstrated. The paper thus aims to highlight the organization of alternative teacher preparation in the US educational system and outline the possible venues for utilizing this experience to expedite the Ukrainian teacher preparation system. The study was carried out by applying the method of analysis of the available empirical, legislative, and educational documentary sources. Next, the comparative analysis method was used to look into the alternative pathways to the teaching profession in the USA and Ukraine. Finally, the extrapolation method helped uncover the perspectives and expediency of the US experience to leverage Ukrainian teacher education. Based on this, the organization of alternative programs of teacher preparation in the USA, including residency programs, was discussed. Their benefits and caveats were highlighted compared to traditional teacher education. The effect of the teacher preparation model on teacher outcomes and also the impact of the type of program on learner achievement were discussed on the basis of an extensive empirical database. Lastly, implications for Ukrainian policy and practice were assessed.

Reform and Innovation in Guzheng Education Teaching Model

The reform and innovation of the Guzheng (Chinese zither) education and teaching model are of great significance in cultivating students' music literacy, creativity, and comprehensive abilities. The traditional Guzheng education model emphasizes technical training but often overlooks students' personalized development and holistic cultivation. The reformed and innovative teaching model can better stimulate students' creativity and expressive abilities by encouraging their participation in activities such as composition and performance. Personalized learning and teaching are important directions for Guzheng education reform, tailoring instructional content and progress to students' interests and characteristics while providing personalized feedback and guidance. Integration of modern technological methods is also a crucial aspect of Guzheng education and teaching model reform, utilizing online resources for learning and communication, as well as employing multimedia technologies such as audio and video for teaching and demonstration purposes, thereby offering diverse, convenient learning approaches and teaching resources. Through reform and innovation, Guzheng education can better meet students' needs and promote their comprehensive development in music literacy, creativity, and overall abilities.

A Comparative Study of Multi-ethnic Bilingual Education Policies in China and the UK

Multi-ethnic bilingual education policies are crucial for multi-ethnic nations in safeguarding ethnic minorities’ rights, maintaining stability and improving national cohesion. Both China and the UK are multi-ethnic countries that developed bilingual education policies. This study uses documentary, comparative and historical research methods to review the multi-ethnic bilingual education policies of the two countries and to compare their similarities and differences. The study finds that the two countries have similarities in terms of policy objectives, development processes and linguistic perspectives. However, due to the national and ethnic backgrounds and cultural differences between the two countries, there are differences in terms of legalisation and mainstream language functions. The study recommends that China should provide higher-quality bilingual education resources in ethnic minority areas. In addition, a variety of bilingual education teaching models should be provided to further help build ethnic confidence in ethnic minority areas. Finally, the Chinese government could regularly monitor the status of minority languages to protect endangered languages and valuable ethnic heritage promptly.

Perceptions of practicum actors in the primary teacher education practicum program

This study looked at the perceptions of the three practicum actors (prospective teachers, placement school teachers (mentors), and teacher educators (tutors) of the primary teacher education practicum program of the Amhara Region, Ethiopia. To that end, a mixed methods approach with a concurrent design was utilized. The quantitative data were collected from randomly selected 799 participants (290 prospective teachers, 252 placement school teachers, and 257 teacher educators) using a survey questionnaire; while the qualitative data were garnered using interviews and focus group discussions from 60 practicum actors. The data were analyzed quantitatively using mean, standard deviation, one sample t-test, and one-way ANOVA and qualitatively using descriptions and narrations. The findings revealed that although teaching practicum is supposed to be an imperative aspect of teacher learning that is instrumental to putting theories into practice, the overall perception of the three practicum actors was lower than the expected level. By far, student teachers’ and placement school teachers’ level of understanding of the basic assumptions of practicum in line with the reflective practitioner model of teacher education was minimal. Knowledge is still considered as transferring from the teacher to students, learning as receiving, and teaching as a process of transferring knowledge. Hence, continuous awareness creation on the basic assumptions of the reflective practitioner model of practicum and its core values is required. Besides, there should be a structure formed carefully of experts in teacher education to lead the program through strong school-college link and collaborative work of the hosting schools and teacher education colleges.

Turning challenges into opportunities during the pandemic: Remote collaborative reflection model for teacher educators

Turning challenges into opportunities during the pandemic: Remote collaborative reflection model for teacher educators

The Collective Dimension in the Activity of Physical Education Student-Teachers to Cope with Emotionally Significant Situations

The entry into the teaching profession is identified in the literature as a special, complex, and emotionally intense stage. Some teachers adopt turnover or attrition as coping tactics. The aim of this study is to understand the effect of the collective dimension on the professional development of physical education student-teachers in how they deal with emotionally significant situations. To avoid dropping out and to foster their well-being, beginners should develop their abilities by sharing their experiences. A mixed research design using a questionnaire and implementing a clinical activity procedure was adopted. Student-teachers (n = 139) had to write about 2 emotionally significant situations that they experienced during teaching, and they then shared or not with others. The second part of the study involved following up five student-teachers over the course of one year. A total of 32 filmed lessons with an emotionally significant situation served as support to self-confrontation and crossed interviews. The data were processed using the method of Bruno and Méard. The results show that student-teachers experience many emotionally significant situations, and this highlights the importance of using a collective dimension to help them cope with this emotional overload. Finally, these results open the potential value of a hybridised teacher education model of student-teachers, particularly when considering the emotional nature of the teaching profession and the necessity of sharing experiences in order to better deal with them.

Prioritizing effective factors in training environmental concepts based on teaching models in higher education of Iran

Prioritizing effective factors in training environmental concepts based on teaching models in higher education of Iran

Analysis and Research on Innovation Paths of College Physical Education Teaching Models under the Internet Background

With the rapid development of the Internet, the teaching mode of physical education in universities also needs to keep up with the times and constantly innovate. This paper analyzes the teaching mode of physical education in universities under the background of the Internet, summarizes the shortcomings of the traditional teaching mode, and puts forward some innovative solutions, such as applying Internet technology, carrying out diversified teaching, and improving the quality of teachers. These innovative solutions will help to improve the quality of physical education in universities, meet the diverse needs of students, and promote the prosperity and development of the sports industry in universities.

Study on the Diversified Model of Teacher Education in the United States

American teacher education has always been at the forefront of the world. With the changes of economy, politics and culture, the teacher education model in the United States has undergone major adjustments and changes, and has achieved remarkable results, which has attracted wide attention from all countries in the world. This study focuses on the theme of “American teacher education diversification model”. Through the interpretation of its history, current situation, causes and characteristics, we can find out its rationality and lack. It is expected to provide a good perspective for the re-examination of China’s teacher education model, and provide a historical perspective and international comparison for the reconstruction of China’s teacher education model.