The Rich Connotation of Xi Jinping’s Important Discourseson Construction of Teaching Force in the New Era——The Great Mission of Teacher Cultivation in ChinaYANG Mingquan, YUE Xin(Institute of
International and Comparative Education, Beijing Normal University, Beijing,
100875, China)Abstract: General Secretary Xi
Jinping’s discourses on the construction of the teaching force are rich in
connotation, which reflect the party and the state’s major strategic
arrangements for teacher cultivation. These important discourses indicate the
goal and value of teacher cultivation in our country, depict the image of the
teachers, and clarify the ideological and political requirements for teachers.
These important discourses are the basis of this study. Firstly, this paper
analyzes the goal of teacher cultivation in the new era from the orientation of
the goal of “Great Master Teacher”. Secondly, based on the value orientation of
“rejuvenating the country must first strengthen teachers”, this paper discusses
the perfection of teacher cultivation system. Thirdly, this paper describes the
Standards and requirements of teacher cultivation in view of the image
orientation of “Four-good Teachers”. Finally, combined with the political
orientation of “People-centered Development”, this paper discusses the
improvement of teacher’s professional ethics.Key Words: Xi Jinping’s education
discourses, the “Great Master Teacher”, “Four-good Teachers”, construction of
teaching force
Framework and Cultivating Path of “Top-notch Innovative Talent Cultivation
Literacy” for Chinese TeachersYUAN Li, WANG Mengfei(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: Through literature
analysis and Delphi method, this study attempts to construct the framework of
“top-notch innovative talent cultivation” of Chinese teachers. The framework
takes the core literacy of top innovative talents as the logical starting
point, takes the international professional literacy requirements of gifted
education teachers as the reference experience, and takes the “three-dimensional
theory” of teacher professional literacy structure as the basis for the
construction of first-level indicators. Through three rounds of Delphi method,
the opinions of the three levels of indicators were consulted, and the opinions
of 12 experts were comprehensively recruited to construct a framework of
“top-notch innovative talent cultivation literacy” for Chinese
teachers, which takes professional knowledge literacy, professional ability
literacy and professional spirit literacy as first-level indicators, and
includes 12 second-level indicators and 31 third-level indicators. There are
interdependent symbiosis, balanced weight and cooperative development among the
literacy indicators. On this basis, the paper puts forward some suggestions on
the cultivation of normal university students’ quality from three aspects:
curriculum education, embedded practice and theme development.Key Words: top-notch innovative
talents, cultivating top-notch innovative talents, teacher competency
framework, teacher cultivating
The Disciplinary Limit and Interdisciplinary Path of Pre-service Teacher
Education Curriculum SettingCHEN Ju(School of Teacher
Education,Anqing Normal University, Anqing, Anhui, 246133,China)Abstract：Reflecting
on the curriculum setting of pre-service teacher education, it is found that
the discipline bounds defines the knowledge boundary of curriculum content, the
power boundary of curriculum management, the practice boundary of curriculum
organization and the functional boundary of curriculum evaluation, which cannot
meet the teaching needs of interdisciplinary thematic learning in basic
education.“Interdisciplinary”provides a direction for the reform of pre-service
teacher education curriculum with the involvement of subject knowledge. Normal
universities should explore the interdisciplinary path of pre-service teacher
education curriculum from the comprehensiveness of curriculum objectives, the
integration of curriculum content, the situational nature of curriculum
implementation and the development of curriculum evaluation.Key Words：pre-service
teacher education, curriculum setting, discipline bounds, interdisciplinary
The Inner Logic and Practical Path of Conceptualizing of Teacher’s Teaching
ExperienceXIN Xiaoling, WEI
Hongjv(Department of
Education, Henan University, Kaifeng,Henan, 475004,China)Abstract: Based on the concept
of “conceptualization of experience”, understanding the conceptualizing of
teaching experience is a process of elevating teaching experience into
practical teaching knowledge and realizing the sublimation of teaching
experience theory. Its internal logic is to explore the practical laws of
teaching experience in the temporal structure, in order to generate practical
teaching theory and fully utilize the school-based guiding significance of
teaching experience. According to the inherent logic of conceptualizing of
teaching experience, based on school-based development and oriented towards
educational practice, the conceptualizing of teaching experience should follow
the basic principle of “transforming experience to create knowledge”. Through
the practical path of “presenting specific experience-reflecting
observation-abstract summary-positive testing”, it promotes the generation of
practical teaching knowledge for teachers, thereby achieving the theoretical
sublimation of teaching experience and its practical guiding significance.Key Words: teaching
experience, conceptualizing of teaching experience, practical teaching knowledge
Research on the Dynamic Adjustment Mechanism of Authorized Staff Size
System for Compulsory Education Teachers under the Background of Population
ChangeWANG Shuang1，LIU
Shanhuai2，WU Sisi2（1.College of Teacher
Education Research, Northeast Normal University, Changchun, Jilin，130024，China；2.China
Institute of Rural Education Development, Northeast Normal University,
Changchun, Jilin，130024，China）Abstract：The
authorized staff size system for teachers should not only ensure equal
educational services for the school-age population, but also focus on improving
the efficient use of staffing resources. At present, it is difficult to adapt
the authorized size of teachers to the changes in teacher demand brought about
by demographic changes, showing a mismatch between supply and demand, such as
“no available staffing” “over-staffing and overstaffed” “over-staffing and lack
of staff” and “staff vacancies not filled”. The dynamic adjustment mechanism of
authorized staff size system faces multiple institutional obstacles: the single
standard of approval leads to surplus and shortage, the separation of
management authority leads to control and use conflicts, and institutional
barriers highlight the planning and mobility paradox. To cope with the new
situation of population changes, we should build a multi-dimensional flexible
staff size approval standard, innovate to tap the potential and revitalize the
staff size management system, and improve the cross-level and cross-district
staff size flow mechanism.Key Words：authorized
staff size system for teachers, population changes, dynamic adjustment, tapping
and revitalizing
Prospective Teachers’ Cognitive Progression under the Embodied Teacher
Moral Learning Approaches——Content Analysis Based on Concept LearningWANG Hongyao, PEI Miao（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: Teachers’ morality is
the ideological foundation of teacher training, and conceptual learning is the
starting point of all learning. As future teachers, prospective teachers’ conceptual learning of teachers’
morality is faced with the dual challenges of contingency and actuality. This
study is devoted to exploring the impact of the embodied teacher moral learning
path on the conceptual learning of teacher morality of prospective teachers.
Through the content analysis of the conceptual understanding of teacher
morality of prospective teachers at different stages of learning, it can be
seen that in the embodied teacher moral learning path, prospective teachers
have completed the role transfer through situational mapping and behavioral
metaphors, and that the learning process shows a process of transcending the
subject/object dichotomy between the learner-content of learning and
emphasizing the learning process shows a shift beyond the subject-object
dichotomy of learner-content, highlighting the existential process of
prospective teacher-future teacher, and shifting to the here-and-now existence
of embodiment. With the help of the embodied teacher moral learning path, the
prospective teachers’ learning level of basic concepts of teacher morality has
been improved at different levels.Key
Words: embodied cognition, embodied teacher moral learning, concept
learning, learning progressions
The Double-Edge Sword Effects of Education Practice to Normal Students’
Professional Identity——Multiple Mediation Models Based on Role Stress and Perceived
Professional BenefitsREN Yongcan1，REN Yongqi2，LI Danhua3，WANG Xiaojie4（1.Teachers’
College,Beijing Union University, Beijing,100011,China; 2.School of Economics and Management,North China Electric Power University, Baoding, Hebei, 071003, China; 3.National Academy of
Governance, Party School of the Central Committee of C.P.C,Beijing, 100089, China; 4.Department of Education and Psychology，Yuncheng Advanced Normal College,Yuncheng, Shanxi, 044000, China)Abstract: Educational practice
is an important transition period between pre-service and post-employment for
normal students. The level of satisfaction of normal students with their own
practical experiences is related to their understanding and recognition of
teachers. Based on the social cognition theory and the conservation of resource
theory, this study proposed a parallel multiple mediation model where the role
stress as the suppression mechanism and perceived professional benefits as the
promotion mechanism in the relationship between educational practice and
pre-service teachers’ professional identity, and introduced support from
significant others as a moderator. Using survey data from 864 pre-service
teachers, it found that educational practice would lead to role stress, which
in turn do harm to the pre-service teachers’ professional identity; educational
practice might evoke the pre-service teachers’ perceived professional benefits,
which subsequently promotes professional identity. Support from significant
others positively moderated the relationship between educational practice and
the pre-service teachers’ perceived professional benefits, negatively moderated
the relationship between educational practice and the pre-service teachers’
role stress.Key Words: educational practice，perceived professional benefits，role stress， professional identity
The Influence of Interpersonal Trust on Job Satisfaction of Teachers in
Underdeveloped Areas: Mediating Effects of Self-Efficacy and Job EngagementQIU Huamin, LIU
Qianqian, SHI Yin（Faculty of Education,
Beijing Normal University, Beijing, 100875, China）Abstract: The job satisfaction
of teachers in underdeveloped areas affects the quality of teachers’ education
and professional persistence, and is an important influencing factor for
teachers to be able to work, stay and teach well. A questionnaire survey was
conducted on 459 teachers from poverty-alleviation areas. It was found that
teachers’ interpersonal trust has a direct positive effect on their job
satisfaction, and it plays an indirect role through the chain mediation of
self-efficacy and job engagement. Further analysis showed that trust in the
principal, trust in colleagues and trust in students can directly affect
teachers’ job satisfaction, and can indirectly affect teachers’ job
satisfaction through the chain mediation of self-efficacy and job engagement.
To further improve teachers’ job satisfaction, it is necessary to enhance
teachers’ interpersonal trust, self-efficacy and job engagement.Key Words: teacher in underdeveloped areas, job satisfaction, self-efficacy, job engagement
Analysis of the Efficacy of County Preschool Teachers’ Resource Allocation
and Their Relational Pathways——A Case Study of 71 Kindergartens in M County, XinjiangFANG Jianhua, SHI
Xiaoqing(Normal School，Shihezi
University, Shihezi, Xinjiang，832000, China)Abstract: Based on 71
kindergartens in M County, Xinjiang, this study constructed a three-dimensional
teacher resource allocation effectiveness evaluation system based on
quantitative, structural and qualitative teacher resource allocation, and used
principal component analysis and regression analysis to empirically examine the
effectiveness and impact mechanisms of preschool teacher resource allocation.
Results show that: firstly, the comprehensive allocation effectiveness of
preschool teachers’ resources in the county showed a structural imbalance in
county kindergartens, “overall collapse” in rural kindergartens, and the most
improvement in village kindergartens; secondly, the effectiveness of teacher
resource allocation in county, rural, and village kindergartens shows a “short
board effect” in different dimensions; Thirdly, there were four pathways
affecting the overall effectiveness of teacher resourcing.Key Words: preschool education,
allocation of teacher resources, effectiveness, mediating effect
The Realistic Representation, Deep Roots and Ways of Reducing Teacher’s
Work Burden in the Context of “Double Reduction”——Analysis based on 43500 comments on Sina WeiboXU Xingchun1,
ZUO Yue1, LI Xingyu2（1.Faculty of Education，Southwest University，Chongqing，400715, China;2.Chengdu Experimental Primary School Affiliated
Kindergarten, Chengdu，Sichuan,610074，China）Abstract: Since the promulgation
of the “double reduction” policy, it has attracted widespread attention from
public opinion. The issue of teachers’ workload and burden reduction in the
context of “double reduction” has also become a hot issue in the educational
field. This study is based on 43500 direct comment data crawled from Sina
Weibo, using grounded theory for analysis. The results show that under the
background of “double reduction”, the main manifestations of teachers’ work
burden are “loss” in the school field, “misunderstanding” in the social field,
and “lack” in the family field; The deep roots of teachers’ work burden mainly
stem from the imperfect policies, the low level of school management, the
guidance of teachers’ image, and the low quality of family school co education.
Based on this, it is necessary to explore the practical path of teacher burden
reduction in the context of “double reduction” from the perspectives of
relevant policies to fill gaps, enabling innovation in school management,
correcting deviations by public opinion, and improving the quality and
efficiency of joint education networks.Key Words: “double reduction”
policy, teacher work burden, reducing burden,Sina Weibo
The Self-construction of Preschool Teachers’ Image in the We Media Era——Content Analysis of Messages on Kindergarten WeChat Public PlatformLIU Weiwei1，YOU
Yushi2，ZHAO Manman3(1.Faculty of
Education, Beijing Normal University, Beijing, 100875, China；2.National
Academy of Education Administration, Beijing, 102617, China；3.Beijing Chaoyang Zhaohua Kindergarten, Beijing, 100124, China)Abstract: In the We Media era,
kindergartens utilize WeChat public platform for promotion and display, and
constructing the image of preschool teachers externally. Based on the
perspective of communication studies, this study uses the content analysis
method to analyze 468 articles in 15 kindergartens’official account to explore the preschool teachers’ image in the WeChat public
platform. The results show that the kindergarten WeChat official account
presents the image of “educator” around preschool teachers’ educational
behavior and professional knowledge, and to a certain extent, corrects and
reconstructs the media image of preschool teachers. However, at the same time,
the image presentation also faces problems such as insufficient presentation of
professional concepts and ethics, failure to comprehensively showcase
professional knowledge and abilities, failure to highlight professional
characteristics, insufficient highlighting of individual image, single image
construction strategy, and lack of humanistic spirit. Preschool teachers should
establish a sense of impression management and present themselves appropriately
around their professional image. Meanwhile, kindergartens should master the
operation strategies of We Media and actively construct the professional image
of preschool teachers.Key Words: preschool teachers’
image, We Media, WeChat public platform, content analysis
Do What I Want: A Qualitative Study on the Emotional Labor Process of Male
Kindergarten Teachers in Z City from the Perspective of Grounded TheoryWU Xiaowei1,
ZHANG Jianing2(1.Beijing Normal
University at Zhuhai，Zhuhai，Guangdong，519087, China；2.University of Macau，Macau，999078，China)Abstract: Currently, with the
country’s emphasis and development on preschool education, the number of
teachers engaged in preschool education is constantly increasing, including
many males. Society’s attention to male preschool teachers has also increased.
Based on this, this article adopts a qualitative research grounded theoretical
paradigm to conduct semi-structured interviews with 16 male preschool teachers
in public kindergartens in Z City, Guangdong Province, exploring their unique
emotional labor process, and attempting to code the interview materials Process
and analyze to construct a theoretical model. The results are as follows: (1)
The emotional labor of male kindergarten teachers in public kindergartens has
the characteristics of occupational characteristics, occupational advantages
and occupational disadvantages. (2) The emotional changes produced by male
kindergarten teachers based on production and labor have a phased impact on
their work. (3) Gender is mainly divided into positive and negative parts, which
affect the teaching process and emotional labor of male kindergarten teachers.Key Words: public kindergartens，male
kindergarten teacher， emotional labor，process picture, grounded theory
Construction and Development Strategies of Pre-service English Language
Proficiency Framework for Primary and
Secondary School English Teachers——A Qualitative Research Based on Front-line Senior TeachersSUN Erjun, LI Shimeng(Xi’an International
Studies University, Xi’an, Shaanxi，710128，China)Abstract: Language proficiency
is the ontological element of English teachers’ professionalism, and it is also
a prerequisite and foundation for the pre-service training of English teachers
in primary and secondary schools. Based on grounded theory research paradigm,
this paper constructed a framework for English teachers’language proficiency
from the ‘production-oriented’ perspective, through in-depth interviews and data analysis with 21 senior
English teachers in primary and secondary schools. The framework, which
consists of 5 core elements including knowledge, competence, culture, thinking
and practice, and 14 core sub-elements, presents the blending diversity,
dynamic complexity and integrated practice of language proficiency development.
The internal logic of the pre-service language proficiency framework shows a
realistic path to teachers’ language proficiency development, and is also
conducive to the comprehensive reform of English teacher training at the
pre-service stage in primary and secondary schools.Key Words: language proficiency, pre-service teacher training, development framework, grounded theory
Theme Changes, Paradigm Shifts and Future Directions in the Research of
Teaching Ability of Pre-service Physical Education TeachersLI Chuanbing1, HE Kun2(1.College of Physical
Education and Health Sciences, Chongqing Normal University, Chongqing, 401331,
China; 2.College of Physical Education, Qiongtai Normal University, Haikou,
Hainan, 571127, China)Abstract: By reviewing the
existing research on the teaching ability of pre-service physical education
teachers, this study found that the overall research on the teaching ability of
pre-service physical education teachers abroad has shown a research trend from
general to specific, from single to multiple, and from construction to action,
while the overall domestic research has shown a sublimation from experience to
theory, from general to special, and from independent exploration to
extraterritorial reference. The teaching ability of pre-service physical
education teachers has undergone three paradigm shifts: experience induction,
theoretical construction and reflective practice. The current problems mainly
is that the ability structure is complex but lack of hierarchy, more
cross-sectional research but less tracking research, more theoretical
construction but less practical action, and more subjective judgment but less
achieved evaluation. In the future, it is necessary to reshape the teaching
ability hierarchy, to set the stage goals, to strengthen the practical
training, and to attach importance to the achieved evaluation of pre-service
physical education teachers’ teaching ability.Key Words: pre-service physical
education teacher, teaching ability, teacher education, paradigm shift
Meng Xiancheng and the New China’s First Socialist Normal University’s
School-running Exploration and Its Value of the TimesLIU Haiyan(School of Marxism,
East China Normal University, Shanghai，200241,China)Abstract: After active
preparation and learning from the Ministry of Education in East China, the
first socialist normal university in New China-East China Normal University—was
finally established on October 16, 1951. Mr. Meng Xiancheng, as the first
principal, has always adhered to the socialist educational philosophy and
proposed a series of unigue insights for the school’s teaching, research, and
internship. Under the influence of his philosophy, the school has carried out distinctive
educational practices in ideological construction, educational reform,
scientific research, educational internships, and social services, pioneering
the path of socialist normal university education, forming the socialist normal
education model, and cultivating a group of people’s teachers who serve
society. In the current process of continuous reform in teacher education, we
must continue to uphold this socialist educational philosophy and practice,
establish a concept that balances teacher education and academia, pay attention
to the path of combining theory and practice, and build a socialist teacher
education system with Chinese characteristics.Key Words: people’s teachers，Meng Xiancheng， socialist normal university， normal education
A Study on European Union Teachers’ Digital Competence Cultivation Path and
Its Enlightenment——Analysis based on the European Framework for the Digital Competence
of EducatorsWANG Zhaojing, TU
Tianyuan(College of
Educational Sciences，Northwest Normal University，Lanzhou，Gansu，730070,
China)Abstract: The advent of the
digital age has placed new demands on the cultivation of digital teachers, with
digital competence becoming a key competency for teacher in this new era. The
European Union is an early researcher on teachers’ digital competence and has
published the European Framework for the Digital Competence of Educators
(DigCompEdu), which covers six areas. Under the guidance of the DigCompEdu, the
EU and its member states have actively explored and proposed the cultivation
paths: improving digital infrastructure, providing digital technology training,
building digital education platform, developing digital assessment tools and
formulating digital teaching ethics guidelines. DigCompEdu and self-reflection
tool of teachers’ digital competence provide a basic reference for China to
enhance the normative design of teachers’ digital competency standards and
establish a human-oriented teacher digital competence training system, and
provide basic idea to develop a standard-based self-reflection tool and promote
the digital transformation of teacher education.Key Words: European Union, teachers’
digital competence, cultivation path
The Dual Tensions of Teacher Training in Academic College of Education and
Comprehensive Universities——Practical Exploration of Teacher Education in Israel 75 yearsWANG Jianliang，LIU
Chenxi(School of Education，Central
China Normal University，Wuhan，Hubei，430079, China)Abstract：Israel has
been committed to the improvement and advancement of teacher education. Under
the unified management of the state，teacher education in Israel
has gone through three stages of development: pre-academic，academic and professionalization，and finally
formed a two-tier teacher education system combining academic college of
education and comprehensive universities，highlighting
its own characteristics：focusing on theoretical
learning and practical training of education for non-normal-school students，emphasizing the cultivation of research literacy of teachers，and strict teacher induction training and assessment. However，teacher education in Israel also faces the challenges of the
contradictory management of academic college of education，the dual dilemma of status and research in academic college of
education and the inadequacy of multicultural education. The Israeli teacher
education system can provide certain insights and lessons for the reform of
teacher education in China.Key Words: Israel, teacher
education, academic college of education, comprehensive universities