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Article
Author(s)
Qingyun Wu, Mi Zhou, Hui Zhou
Wenfan Yan
Full-Text PDF XML 945 Views
DOI:10.17265/2161-623X/2020.03.005
Affiliation(s)
Qinghai Normal University, Qinghai, China
University of Massachusetts, Boston, USA
ABSTRACT
This research analyzed the
lack of education practical competency and training curriculum in teacher
education, redefined two core concepts: the educational practical competency
and the multiple-subject elementary school teacher. Based on these analysis and
definition, this study divided the educational practical competency into three
level: basic competency, key competency, and external competency. According to
the education practice theory, this study divides the multiple-subject
elementary school teachers’ educational practical competency into three parts: the practice to learning the practical wisdom, the
practice to communicate with others, and the practice to reflect oneself.
Through these review, this study designed three rounds of action research to
find a practical way to promote students’ educational practical competency,
combined with the action research, the classroom observation, classroom
interaction, and focused group interview. This cyclic openness process is
renovated every round and reach the developing goal, at last finds some
reformations of teacher education in rural Northwestern China.
KEYWORDS
the multiple-subject elementary school teacher, educational practical abilities, action research
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