On the Research of Major Teacher Education: Value, Object and PathZHU Xu-dong, LUO
Ren-jie（Center for Teacher Education
Research of Beijing Normal University, Key Research Institute of Humanities and
Social Science for Universities, Ministry of Education, Beijing, 100875, China）Abstract: Research of major
teacher education is the crucial component of expanding the research object of
teacher education and reconstructing the teacher education system in the new
era, which can provide theoretical support for the preparation of first-class
major teachers, get rid of the dilemmas of self-dwarfing and
double-marginalization of subject curriculum and instruction, and construct the
interactive relationship between “academic discipline” and “school subject” education in major teacher education. Given this, put forward that
major teacher education is a trans-disciplinary discipline that specializes in
the continuous, developable and integrated education of pre-service teacher
preparation, novice teacher training and in-service teacher professional
development, which has the double connotation of “school
subject” in primary and secondary school for pupils and“academic discipline” in normal
universities for pre-service teachers. Then, determine the objects of major
teacher education research, clarify the relationships between major teacher education
and related disciplines, build the triple-helix construction approach of major
teacher education research, and establish the three value attributes of major
teacher education as the national cause, professional practice and research
field. Finally, it is necessary to carry out long-term, sustained and stable
research on various major teacher education, focus on the frontiers of
international major teacher education research, draw on the achievements of
advanced science technology and liberal arts and science, and promote the “double first-class” universities to
participate in major teacher education.Key Words: major teacher
education, teacher education, school subject, academic discipline
The Main Problems in History Teacher Education in College and University in the New EraHOU Gui-hong(School of History,
Beijing Normal University, Beijing, 100875, China)Abstract: History teacher
education in colleges and universities have main problems need to solve. Its
include optimizing the curriculum plan, improving the curriculum implementation
and evaluation model, improving the theoretical system and research paradigm of
history education that reflect the essence of history education, and enhancing
the teachers’ professional identity and academic output ability. Only in this
way can we realize the transformation from low-quality and extensional
development to confluent development with improving quality and optimizing
structure as the core, cultivate high-quality professional and innovative
future teachers, and form new patterns of history teacher education in college
and university and history education in middle school.Key Words: teacher
education,history teacher, normal university
The Carity of the Meaning of Rural Teachers’ Locality and Its RealizationRONG Zhong-kui， YIN
Zu-bao(Research Institute
for Rural Education, Hunan Normal University, Changsha,Hunan,410081, China)Abstract: The essential
attribute of rural teachers is locality. locality is formed on the basis of
rurality and occupational. Locality is the integration and development of
tradition and modernity of rural teachers. It effectively responds to the
drawbacks of occupational and rurality bias in the current understanding of
rural teachers’ essential attributes. The localization of rural teachers
includes three aspects: spatial localization, emotional localization and
development localization. However, in reality, rural teachers are faced with the
problems of localism elimination, such as the separation of daily living area
from rural space, the alienation of emotional belonging from rural culture, and
the suspension of development in rural field. Therefore, it is necessary to
establish the action logic for rural teachers to realize locally. One is to
construct the narrative of rural teachers’ daily life embedded in the rural
world. The second is to build a rural cultural ecology that nurtures rural
teachers’ emotions; Thirdly, promote the local development of rural teachers.Key Words: rural teachers,
locality, realization
Research on the New Development Mechanism and Realization Path of Teacher
Education in Normal Universities in the Era of Artificial IntelligenceLIANG Rui1，SU
Jun-yang2，YANG Ju-peng3(1.School of Public
and Administration, Xi’an Jiaotong University, Xi’an，Shaanxi, 710049,China；2.Department of Education，Beijing Normal
University，Beijing,100875，China；3.Department of Education，Shaanxi Normal
University，Xi’an，Shaanxi，710119，China)Abstract: Artificial
intelligence has become the most profound technology affecting human society
nowadays,and major developed countries in the world are setting off an upsurge
in the development and utilization of it. Consequently, teacher education in
normal universities, finds an urgent need to be studied in terms of artificial
intelligence. This paper systematically discusses the question of artificial
intelligence in the development of teacher education and research the function
of artificial intelligence. It also analyzes the main problems and fundamental
deficiencies in the development and utilization of artificial intelligence for
teacher education in normal universities, and proposes the specific technology
path to effectively develop and utilize artificial intelligence, which is of
great significance for highlighting the characteristics of teacher education in
normal universities and improving the quality of teacher education.Key Words: artificial
intelligence,normal university,teacher education
Accountability For the Quality of Teaching in Teacher Education: Connotation,
Value and PathsHU Yang-bang, LIU
Li-sha, SUN Wei-tao(Center for Teacher Education
Research of Beijing Normal University, Key Research Institute of Humanities and
Social Sciences for Universities, Ministry of Education，Beijing,100875,
China)Abstract: Accountability is an
effective way to improve the quality of teacher education as well as the
quality of teacher education teaching. The purpose of this article is to
systematically clarify the connotation, value, and paths of accountability for
the quality of teaching in teacher education. It has the important values of
promoting teaching with accountability, helping to cultivate the professional
responsibility of team of teacher education; and promoting governance with
accountability and constructing a comprehensive guarantee system for teacher
education quality. This article proposes three implementation paths of
accountability for the quality of teaching in teacher education: strengthening
the accountability awareness of assessment thinking as well as focusing on
improving effectiveness, constructing a continuous accountability system with
multiple parties; improving the accountability mechanism of accountability
goals, standards, tools, rewards and punishments.Key Words: teaching quality in
teacher education, accountability, accountability of teaching quality in
teacher education
Action Research Promotes Teacher Professional Development——Examining Issues and Constructing PathwaysKANG Zi-wei, YUAN
De-run(JingHengyi School of
Education, Hangzhou Normal University, Hangzhou, Zhejiang，311100,
China )Abstract: Knowledge obscurity
and the empirical nature of thinking are the two problems to be solved when
applying action research in education researches. To address these problems,
two key concepts-intellect and reason are necessary; and a transcendental
logical framework is applied to construct the pathway, which goes from
intellectualization, publicization, rationalization to standardization. This
framework enables action research to play an active role in promoting the birth
of teachers’ public knowledge and fostering cohesion among teachers.
Intellectualization refers to reflecting on and critiquing the regulations of
knowledge. Publicization means including others into selection and presentation
of research results through oral or written reports. Rationalization is the
form of deriving knowledge from a principle, allowing for a rational
attribution in action research. Standardization refers to consciously
introducing relevant theories by researchers as a framework for understanding.Key Words: action
research,teacher professional development,priori logic
How to “Get Back on the Roundabouts”: Profit and Loss Compensation of Teachers’ Participation in After-school ServicesZHAO Liang1,
NI Juan2(1.School of Education
Science，Jiangsu Normal University, Xuzhou，Jiangsu，221116，China;2.Jiangsu Academy of
Educational Sciences, Nanjing，Jiangsu，210013，China)Abstract: With the implementation
of “Double Reduction” policy, the “increasing” burden of teachers while
reducing the burden of students renders teachers in dilemma. Pondering from the
perspective of the profit and loss compensation theory of public policy, the
imbalance between what teachers pay and get paid in after-school services lead
to the division of participation mode. According to the temporal logic,
teachers’ loss can be generalized as: lack of material security, expanded
boundaries of responsibility, double order squeeze and innovative power
abrasion. The four-dimensional motivational framework for collective action
provides insights to build breakthrough strategies: improving the institutional
guarantee mechanism of “participation-
supervision-appeal”, creating a blood “transfusion- activation-creation” financial
guarantee mechanism, forming a “sequence-standard-typical” honor incentive mechanism and building a “research&development-reflection-vision”capability enhancement mechanism, thus optimizing the motivational
system of collective action of teachers, then boosting the quality and
efficiency of after-school services.Key Words:“double
reduction”，after-school service， teacher burden， profit and loss
compensation
A Study on Chinese Teachers’ Professional Competences in New Era from
Students’PerspectiveSUN Kai1,
RAO Cong-man2, WU Qiong3, LI Xiao4(1.Heilongjiang
Institute of Teacher Development, Harbin, Heilongjiang,150080,China;2.Institute
of International and Comparative Education, Northeast Normal University,
Changchun, Jilin, 130024,China;3.School of Mathematics and Statistics, Shaanxi
Normal University, Xi’an, Shaanxi, 710119,China;4.College of
Western Languages, Harbin Normal University, Harbin, Heilongjiang,
150025,China)Abstract: Understanding what
kind of teacher students want is an important reference for constructing a
framework for teacher competence and developing professional standards for
teachers. The study uses “the Competence Model for Chinese Teachers in the New
Era” as a framework, and uses empirical research to understand what kind of
competence teachers need from students’ perspective. The survey finds that
students agree that teachers need to have the seven key competencies, and that
self-competence and functional competence were the most important competences,
with “whole-person education” being the most
important of the functional competences. The lower the school level, the more ‘emotional’ the students were in their
perceptions of the importance of the seven competences, with more emphasis on
self-competence and social competence, It also pays more attention to “educational competence”,while the higher the
level, the more ‘rational’ the students were, with more emphasis on cognitive
competence, but also pay more attention to “teaching competence”. It is
suggested that the “ the Competence Model for Chinese Teachers in the New Era”
can be used as the basis for the revision of teachers’professional standards, and the content of teachers’professional standards should highlight the requirements for self-competence
and functional competence, as well as differences in the needs of students at
different school level.Key Words: teacher’s
competences, teacher professional standards, students’perspective
The Effect of Teacher Support on Tibetan Junior Middle School Students’ Academic
Self-Concept：The
Mediating Role of Psychological Resilience and the Moderating Role of
Well-BeingJI Chun-mei1， FENG Bang2，ZHAO Hui3(1.School of Education，Tibet
University，Lhasa，Tibet，850000，China；2.School
of Educational Science，Guangdong Polytechnic Normal
University，Guangzhou，Guangdong，510665，China；3.School
of Education，Wuhan University，Wuhan，Hubei，430072，China)Abstract: In order to
investigate the effect and mechanism of teacher support on Tibetan adolescent
academic self-concept, a total of 666 Tibetan junior middle-school students in
Tibet autonomous region were investigated by using teacher support scale,
academic self-concept scale, psychological resilience scale and well-being
scale. The results show that the direct influence of teacher support on Tibetan
adolescent academic self-concept is not significant, the relationship between
teacher support and Tibetan adolescent academic self-concept was completely
mediated by psychological resilience.Well-being moderated the relationship
between psychological resilience and academic self-concept.When the well-being
level of Tibetan adolescents is higher than 2.37, the positive moderating
effect of resilience on academic self-concept is significant.Key Words: teacher
support,academic self-concept,psychological resilience,well-being
The Influence Mechanism of Proactive Personality on Knowledge Sharing of
Primary and Secondary School Teachers——An Analysis Based on The Role of Work Engagement and Organizational
Innovation ClimateZHENG Jian-jun1, GAO Yan-chun1, FU Xiao-jie2（1.School of Government,
University of Chinese Academy of Social Sciences,
Beijing,102488,China;2.College of Teacher Education, East China Normal
University, Shanghai,200062,China）Abstract: As an effective means
of individual knowledge management for schools and teachers, knowledge sharing
is of great significance for schools to improve quality and efficiency and
realize the balanced development of educational resources. Based on the job
demands-resources theory, this study explores the influence mechanism of proactive
personality on knowledge sharing and deeply analyzes the mediating role of work
engagement and the moderating role of organizational innovation climate. By
analyzing the 2982 data from 33 primary and secondary schools in 24 provinces,
the results show that (1) proactive personality has a positive effect on
knowledge sharing behavior of teachers; (2) work engagement mediates the
relationship between proactive personality and knowledge sharing; (3)
organizational innovation climate not only moderates the relationship between
work engagement and knowledge sharing, but also moderates the mediation effect
of work engagement. The results are helpful to understanding the influence
mechanism of both individual and work resources on knowledge sharing.Key Words: proactive
personality, work engagement, organizational innovation climate, knowledge
sharing, primary and secondary school teachers
The Impact of Emotional Labor on Kindergarten Teachers’ Turnover Intention:
Multiple Mediating Effects of Emotional Exhaustion and Occupational HappinessXIE Qing-bin1,
WU Ruo-qian1, CHEN Yu-ling1, XUE Man-li1, CHEN
Ying1, WU Shi-dang1, CAI Jun2(1.School of Education，Fujian
Normal University，Fujian，Fuzhou，350000, China;2.School of Preschool Education，Xi’an University，Shaanxi，Xi’an，710000, China)Abstract: In order to explore
the psychological mechanism behind kindergarten teacher’s turnover intention
2608 kindergarten teachers were measured using the Emotional Labor Scale, the
Emotional Exhaustion Scale, the Occupational Happiness Scale and the Turnover Intention
Scale. The results showed that the turnover intention was significantly
negatively correlated with natural behavior and happiness, and significantly
positively correlated with surface performance and emotional exhaustion. The
analysis results of the mediation effect show that: natural behavior mainly
inhibits the turnover intention by reducing emotional exhaustion or improving
occupational happiness; surface performance has a direct positive effect on the
turnover intention. It can also promote the turnover intention to leave by
improving emotional exhaustion; deep performance can inhibit the tendency to
leave by promoting occupational happiness. The findings support that emotional
exhaustion and professional happiness of early childhood teachers play a
mediation role in emotional labor and separation tendencies. In order to guide
kindergarten teachers to take reasonable emotional labor strategy and reduce
the turnover intention, kindergartens should: ensure the work resources of
kindergartens and provide support for the survival and development of teachers;
guide preschool teachers to accept their emotional conflicts, actively
internalize emotional laws; provide emotional counseling for preschool teachers
to enhance the happiness experience of preschool teachers.Key Words: emotional labor,
turnover intention, emotional exhaustion, occupational happiness
How Does Teacher Care Relieve Students’ Academic Pressure Under the
Background of Strong Teacher Plan?——Chain Mediating Effect Analysis of Self-identity and Home-school
CooperationFU Wei-dong，ZHANG
Yu-di(Department of
Artificial Intelligence Education, Central China Normal
University,Wuhan,Hubei,430079,China)Abstract：The Plan
for Strengthening Teachers in Basic Education in the New Era is an important
measure to comprehensively deepen the reform of the construction of teachers in
the new era and promote the high-quality development of education. The
discussion on teachers’ ethics reflects the country’s high attention to the
construction of teachers’ ethics and style. As an important part of the
construction of teachers’ ethics, teacher care has a certain impact on the
alleviation of students’ academic pressure. Based on an empirical survey of 32
counties (districts) in 12 cities in 6 provinces, this paper further explores
the multiple mediating effects of teacher care on academic stress by
constructing a structural equation model to incorporate self-identity and
home-school cooperation into the relationship between teacher care and academic
stress. The results show that there is a significant negative correlation
between teacher care and academic stress. Self-identity and home-school
cooperation not only play a single mediating role but also a chain mediating
role between teacher care and academic stress.Key Words：teacher care, self-identification,
home-school cooperation, academic stress
Application of Video Analysis in Evaluating the Effect of Teacher
Professional Development——Taking the Conceptual Change Professional Development as an ExampleLI Nuo1,
GUO Shu-chen2, LIU En-shan1(1.College ofLife
Sciences, Beijing Normal University, Beijing, 100875, China;2.School of
Education，Nanjing Normal University，Nanjing，Jiangsu，210023, China)Abstract: Educational
informatization promotes the innovation of classroom teaching and puts forward
higher requirements for educational research and analysis. As a new means of
classroom teaching research, video analysis has important value in evaluating
the classroom teaching effect after teachers participate in professional
development. In order to understand the application performance of this
technology in practice, the teacher professional development program based on a
teaching of conceptual change theme is studied, the video analysis coding table
is constructed, and the classroom teaching videos before and after teachers’
participation in this program are analyzed by vertical and horizontal double
coding. The results show that with the help of video analysis, it can be clear
that teachers’ classroom practice behavior has changed after training, this
change has individual differences, and different teaching strategies show a
certain change law. The research results will provide reference for the
practical application of video analysis technology in teachers professional
development research in the future.Key Words: video analysis,
classroom teaching, teacher professional development, teaching of conceptual
change
A Study of Elementary School Teachers’ Emotional Experiences and Labor in
Professional Practice——A Qualitative Study Based on an Ecosystem Theory PerspectiveJI Yi-long1,
ZHOU Yue-liang2（1.College of Education,
Zhejiang Normal University, Jinhua，Zhejiang，321004,China;2.Key Laboratory of Intelligent Education Technology
and Applicaton of Zhejiang Province,Zhejiang Normal University, Jinhua，Zhejiang，321004,China)Abstract：Teachers’
professional practice involves emotional labor and a range of emotional
experiences, although the relationship between the two is rarely explored.
Taking an ecological perspective, this study employed qualitative methods,
including semi-structured interviews and emotional case studies, to code,
interpret, and analyze emotional texts expressed by 24 elementary school
teachers. The findings revealed that elementary school teachers undergo
complex, diverse, and dispersed emotional experiences, which decrease as the
distance between teachers and each ecosystem increases, particularly reporting
a significant amount of negative emotions within the appearance and macro
system. The emotional labor of elementary school teachers encompasses four
modes: natural behavior, surface acting, deep acting, and deliberate deviance.
Significant correlations were found between emotional labor and emotional
experiences: surface acting was associated with negative emotions, while
deliberate deviance and deep acting were related to positive emotions. Both
positive and negative emotions were associated with natural behavior.Key Words：elementary
school teachers, emotional experiences, emotional labor, ecological system
The Suspended Ones between Urban and Rural Areas:A Study on the Life
Orientation and Mobility Trends of the New Generation of Special-Post TeachersLI Cai-hong1,
ZHU Zhi-yong2(1.School of Public
Policy & Management, Tsinghua University, Beijing, 100084, China;2.College
of Educational Administration, Beijing Normal University, Beijing, 100875,
China)Abstract: This study adopted the
approach of educational ethnography, through a three-year fieldwork in a rural
primary school in eastern Inner Mongolia, and took “the transformation of rural
life” as the theoretical perspective to deeply explore the multiple factors of
the inability of the new generation of special post teachers to live in the
countryside in the process of China’s rural cultural change, as well as their
hidden flow trends and characteristics. It is found that under the background
of rapid urbanization and the pattern of “single-level upward mobility” of
rural teachers, the new generation of special post teachers rationally planned
the career development path of two-level value-added transition, and
prospectively outlined the three-ring flow chain of “rural-town-city”. At the
same time, it actively constructs a dual interpersonal network of towns and
cities that combines near and far and distorts time and space, and extends a
time-space separation skill that separates urban and rural life, sending the
spiritual belonging of individuals “enjoying” on the one hand, and inwardly
placing self’s unwillingness to step on the countryside on the other. It
vividly reflects the “complete urbanization” life aspect of contemporary rural
young teachers’ livelihood leapfrogging, interpersonal drift and spiritual
habitat, and brews their survival form and suspended mentality of “suspending”
in both urban and rural circles, which derives the flow trend of this group to
concentrate on the city and wait for opportunities.Key Words: special-post
teachers, the new generation, mobility trend, rural life orientation,
suspending
Establishment of University Science Education in Late Qing Dynasty——Taking the Peking Imperial University as an ExampleBAI Tian-peng（School of Marxism,China
University of Political Science and Law, Beijing,102249, China）Abstract: Science education of
Peking Imperial University is built in an all-round and lasting way that it
learned from experience of Japanese universities under the guidance of active
development policy as a result of reestablishing Imperial University after the
Gengzi Incident.Teacher’s training faculty and college preparatory department
are established which adjusted to the mode of Classified Teaching in Imperial
University.Science curriculum centralized implementation in the third and
fourth specialties of teacher’s training faculty and second specialty of
college preparatory department.There are clear rules and regulations on
enrollment and examination about science subject that was carried out in
practical process to show the attention to students’ understanding of
scientific knowledge in Peking Imperial University.Scinece education of
Imperial University promote and lead the development of science education
system in the late Qing Dynasty and have important impact on social
enlightenment while spreading scientific knowledge, however, its own problems
can not be solved for a short while so that the effect of science education is
seriously undermined and overall level of university science education is
reduced in the late Qing Dynasty.Key Words: Peking Imperial
University, science education, university, late Qing Dynasty
The Historical Evolution of Special Education Teachers’ Pre-service
Training in America and Its Enlightenment——A Perspective of Teachers’ CompetencyFU Wang-qian1，WANG
Yan1,WANG Mian2(1.School of Special
Education, Beijing Normal University, Beijing, 100875，China;2.Gevirta
Graduate School of Education, University of California, California, 93106,
America)Abstract: The research and
practice of teacher competence have deeply influenced the model of pre-service
special education teacher training. Based on the analysis of the development
stage of the pre-service training model of special education teachers in the
United States, we found that its evolution motivation is the expansion of the
scope and content of the apparent competence of special education teachers; the
importance of deep teacher competence becomes more and more prominent; teacher
competence transferred from static to dynamic. Taking a comprehensive look at
the pre-service training of special education teachers in the United States, it
shows that the pre-service training of special education teachers is closely
connected with the development reality of special education. Based on the
understanding of the competency of special education teachers, it constantly
reforms the pre-service training mode and formulates the competency standards
of special education teachers to standardize the pre-service teacher training.
Finally, combining the development reality of special education in China, some
suggestions about the pre-service training of special education teachers was
put forward.Key Words: special education
teachers, pre-service training, teacher competency