On the Path Construction of High Quality Teacher Education in the Technological EraZHOU Bin(College of
Teacher Education, East China Normal University, Shanghai, 200062, China)Abstract: Just as that
the emergence of paper media created a gap between children and adults, and
electronic media caused children to disappear by allowing minors and adults to
face the cultural knowledge at the same time. Similarly, the use of electronic
media and information technology in education will cause students to disappear,
creating equal opportunities for learners and teachers to face accumulated
knowledge. This requires a transformation of the existing teacher education
system to prepare teachers for the technological era. Teacher education courses
should be based on educational technology and tested and revised in practice to
ensure that preservice teachers can integrate technology and lead basic
education. To continuously innovate educational knowledge and technology,
normal schools in higher education must synchronize form and substance. While
technical support is essential for the teacher education system, it should not
be the driving force behind its development. Instead, technology should be used
to relieve teachers of routine and menial tasks, allowing them to focus on
higher-level cognitive work. This can lead to more effective and engaging
teaching, ultimately improving student learning outcomes.Key Words: teacher
education system, Technological era, teacher education curriculum, higher
education
Fundamental Issues and Rational System Design of AI-empowered
Teacher EducationJIANG Yong-gui（Jing Hengyi School of
Education, Hangzhou Normal University, Hangzhou, Zhejiang, 311121, China）Abstract: AI-empowered
teacher education has become a hot topic in the field of education at home and
abroad. In practice, there are constraints such as polarization of
applications, deviation from teaching objectives, lack of science in
empowerment and insufficient intelligent lesson preparation. Accordingly, the
four basic issues of the empowerment, namely, who, what, how and how well are
clarified through the problem-oriented and systematic thinking approach of
innovation with adherence to integrity. And subsequently, an advisable system
of intelligent teacher education is to be constructed: first, to establish
educational goals as the guiding stars of empowerment; second, to build a
coherent closed loop of teacher education; and third, to synergize artificial
and intelligent technologies.Key Words: artificial
intelligence, teacher education, fundamental issues, advisable system
The Generative Logic, Realistic Thinking and Practical Approach
to the Cultivation of Normal University Students in the Perspective of
Professional CertificationLIANG Hong-liang,
AI Mei-ling（Meng Xiancheng
College, East China Normal University, Shanghai, 200241,China）Abstract: In
accordance with the policy requirements for the certification of teacher
education majors in colleges and universities, innovating the mode of student
teacher ethics cultivation and comprehensively improving the cultivation of
teacher ethics for student teachers are the key points of teacher education in
the new era. Based on the concept and practice of teacher education
professional certification, this paper systematically combs the generation
logic of teacher education ethics cultivation of student teachers, and puts
forward practical thoughts on teacher education ethics cultivation of student
teachers from three aspects: national policies, university practice and challenges.
Finally, based on the core concept of “student centered, output oriented, and
continuous improvement” in the certification of normal education majors, this
paper proposes a practical way of student teacher ethics cultivation in three
dimensions: “student-centered, output-oriented, innovation-oriented and quality
culture-oriented”.Key Words: cultivation
of teachers’ ethics, professional certification, normal students, model
innovation
Reform and Innovation of Practical Education Model:The Experience and Enlightenment of “Shadow Principal” Project Based on Normal StudentsLU Chao(Faculty of
Education, East China Normal University, Shanghai 200062, China)Abstract: Education in
the new era calls for outstanding teachers. Based on the concept of “three-all
education” and “teacher professional certification”, the education discipline
of East China Normal University actively explores the new path of practical
education, and focuses on the “shadow principal” practical education project,
aiming at cultivating the “future education leader” as outstanding talents.
This study reveals that the project has made a deep change to the education
model through the reconfiguration of organizational mechanism, learning mode
and cognitive mode, and promoted normal school students to generate practical
knowledge in a circular and interactive way under the joint effect of knowledge
field, cultural field and practice field, so as to improve the quality of
education leadership. It also puts forward suggestions for the optimization and
development of the project from the perspective of stimulating students’
autonomous learning ability and building a new ecosystem of collaborative
education.Key Words: “shadow
principal”, practical education, practical knowledge, educational leadership
Teacher Discourse Analysis Based on Multimodal Corpus:Connotation, Origin and EffectivenessYANG Yi1,
CHEN Chang-lai2, CHEN Xing-ye3(1.School of
Education, Shanghai Normal University, Shanghai, 200234,China；2.International
College of Chinese Studies, Shanghai Normal University, Shanghai, 200234,
China;3.Shanghai Experimental School, Shanghai,200125, China)Abstract: Teacher
discourse analysis is an important research topic in pedagogy. Traditional
analysis methods only focus on the single-model textual content, which is
insufficient in terms of fully restoring the discourse situation, processing
the synchronic discourse between teachers and students, and identifying the
complex intention conveyed by non-verbal features. As one of the core fields of
pragmatics, speech act theory asserts that discourse has behavioral nature.
Based on this theory, multimodal discourse analysis, which has emerged in
recent years, breaks through the limitations of traditional textual corpora and
incorporates various expressive such as prosody, action, intention and
situation into the corpus. Combined with the analysis of specific teaching
cases in the multi-modal corpus, it can be found that this method can more
effectively reproduce the teacher-student interaction, demonstrate the
expression forms of language power in multiple ways, and manifest the
characteristics of teachers’ discourse strategies. In the future, it will play
a positive role in promoting teachers’ professional development and revealing
the characteristics of famous teachers’ teaching strategies.Key Words: multimodal,
teacher discourse, discourse analysis, speech act theory, linguistic power
Practical Puzzlement and Evaluation Improvement of Online-Merge-Offline
(OMO) EducationTIAN Ai-li,
XIAO Min, HOU Chun-xiao（Faculty of Education,
East China Normal University, Shanghai 200062, China）Abstract: The OMO
education in primary and secondary schools has been shown to face several
challenges through large-scale questionnaire surveys and case studies,
including insufficient online learning experiences, the need for improved
effectiveness of offline teaching practices, and inadequate data collection,
analysis, and visualization. To address these issues, the evaluation of online-merge-offline
aims to promote students’ core competency development, optimize their online
learning experiences, and enhance the effectiveness of subject practice. This
study employs grounded theory, the Delphi method, and action research and other
methods to construct an evaluation index system covering four first-level
indicators, sixteen secondary indicators and fifty-seven tertiary observation
points. The successful implementation of the index system requires systematic
support, including improving teachers’ competencies, strengthening supporting
elements, and enhancing school leadership and management capabilities. The
evaluation process should be well-planned, scientifically, and reasonably
executed, and followed by discussions and reflections. The evaluation results
should focus on diagnosing effectiveness, continuous improvement, rewarding
excellence, tolerating errors, motivating reform, achieving results, and
promoting transformation.Key Words: Online-Merge-Offline
(OMO) Education, practice puzzlement, evaluation
improvement
Analysis of teachers’ Deep Learning in Online Training and Support
MeasuresLI Bao-min,
KONG Xuan-wen, WANG Yu-biao(Faculty of
Education, East China Normal University, Shanghai, 200062，China)Abstract: In the
context of the digital transformation of education, online teachers training
has become an important training method to promote teachers’ learning and
professional development. To explore the quality and depth of learning in
teachers’ online training, this paper combines content analysis and social
network analysis, analyzes the teachers’ learning process through teacher’s
discourse analysis, explores the learning depth of teachers in online training
community, and guides the members of various roles in the community to
effectively carry out dialogues and in-depth discussions, and ultimately point
to the generation of teachers’ practical knowledge. The research finds that
teachers’ online learning stays at the stage of experience sharing, lacks
critical and divergent discourse, the depth of questions is insufficient, the
knowledge network structure of online learning is loose, and the direction of
knowledge construction shows stage detours and an overall upward trend. Based
on the problems found in the research, specific support countermeasures such as
“strengthening the design of questions”, “strengthening the professional
guidance of workshop owners”, “promoting the depth of knowledge construction”
and “strengthening teachers’ learning analysis” are proposed to promote the
depth and usefulness of teachers’ knowledge generation in network training.Key Words: teacher
learning, deep learning, network training, social network analysis
The Relationship Between Deep Emotional Labor and Job
Satisfaction of Rural Teachers: The Chain Mediating Effect of Job Engagement
and Psychological CapitalJIANG Rong,
ZENG Xiao, REN Zhuo（School of Education,
Hunan First Normal University, Changsha, Hunan 410205）Abstract: In order to
explore the relationship between deep emotional labor and job satisfaction
among rural teachers, as well as the role played by job engagement and
psychological capital, 761 rural teachers are studied in this study adopting
the primary and secondary school teachers’ Emotional Labor Scale, Job
Involvement Scale, Teacher Psychological Capital Scale, and Teacher Job
Satisfaction Scale in primary and secondary schools. The results show that deep
emotional labor, job satisfaction, psychological capital, and job engagement
are significantly positively correlated. The direct effect of deep emotional
labor on job satisfaction of rural teachers is not significant, but the
independent mediating and chain mediating effects of job engagement and
psychological capital, and job engagement-psychological capital between deep
emotional labor and job satisfaction are significant. Therefore, job engagement
and psychological capital play a completely mediating role between deep
emotional labor and job satisfaction, and rural teachers’ deep emotional labor
can indirectly affect their job satisfaction through the mediating effect of
job engagement and psychological capital, and the chain mediating effect of job
investment-psychological capital.Key Words: deep
emotional labor, job satisfaction; psychological capital, job engagement, chain
mediation
Project-Based Learning Teachers: Role Cognitions and Competence
ElementsWAN Heng, GAO
Xin-yu(Faculty of
Education, East China Normal University, Shanghai, 200062，China)Abstract: After the
enactment of the new curriculum standard in 2022, Project-based Learning (PBL)
has become a main means for schools to promote educational reform, in order to
avoid a deviation between the competency goals and curriculum objectives.
However, Schools face many challenges in implementing project-based learning,
especially with regards to how teachers can manage the entire process of
“teaching by learning,”“guiding learning by teaching,” and “fostering learning
by evaluation” in order to truly achieve a transformation of teaching modes and
learning styles. This paper presents the learning characteristics of project-based
learning compared to traditional subject teaching from the perspective of
learning science and summarizes the four roles of teachers in project-based
learning as project designers, project managers, learning facilitators, and
action researchers. Finally, based on the “Holistic Model of Competence,” this
paper outlines the elements of teacher competency from three aspects: cognitive
competency, professional competency, and social competency, in order to provide
guidance for empowering teachers.Key Words: project-based
learning, role cognitions, teacher competence
Why Rural Teachers Persist and be Excellent: A Narrative Analysis
on Four Outstanding Rural TeachersWANG Wei,
TANG Wen-jing(Research
Center for Rural Education, Hunan Normal University, Changsha, 410081, China)Abstract: This
research adopts the method of narrative research and chooses four excellent
rural teachers as typical participants to explore in depth the reasons why this
group can insist on rural education and acquiring excellence in their work. The
study finds that the influencing factors for rural teachers’ persistence and
excellence mainly include firm educational beliefs, precise incentives, strong
school culture, and social integration in rural community. In order to make
more rural teachers achieve persistence and excellence, the accuracy of support
and evaluation for rural teachers should be improved to guide their
professional development; the connection between rural teachers and rural
society should be strengthened to cultivate rural emotions among rural
teachers; the role of principals should be taken for creating a strong school
culture, and enhance the vitality and cohesion of rural teachers team; the cultivation
of teacher education beliefs should be integrated into the teacher education
system for enhancing the “sustainability” of rural teachers.Key Words: rural
teachers; educational belief, school culture, social integration into rural
community, educational narrative research
Dilemmas and Approaches of Teachers’ Knowledge Development
under the Teacher Rotation SystemQUE Yue-hong,
YANG Yi-ling（Faculty of Education,
East China Normal University, Shanghai, 200062）Abstract: Knowledge
gaps between schools are often linked to the uneven distribution of teachers,
who are the main bearers of knowledge. For the Teacher Rotation System to work,
it is necessary to promote the development of teachers’ knowledge in weak
schools through the mobility of backbone teachers between schools. This paper
examines the actual patterns of teacher knowledge development under the Teacher
Rotation System, and finds that organizational inertia inhibits teachers’
motivation to acquire knowledge, educational field differences weaken the
effect of tacit knowledge transfer, and the knowledge potential gap affects the
efficiency of teachers’ knowledge internalisation. Based on the traditional
SECI model, this study takes the transfer and diffusion of rotating teachers’
knowledge as the key element, and constructs a model that includes “implicit
transfer”, “negotiation and dialogue”, “systematic integration”, and “practical
reflection” under the Teacher Rotating System. Also, its internal mechanisms
are explained. Finally, appropriate safeguards are proposed in an attempt to
promote the accumulation and growth of knowledge in weak schools.Key Words: teacher
rotation, teacher knowledge, knowledge creation, educational resources sharing
A Study on the Influence of Teachers’ Participation in
Mathematical Cultural Activities on the Professional Development for
Mathematics in Primary School: An Empirical Investigation of 11228 Primary
School Mathematics TeachersCHEN Ting1,2，SUN Qi-qi2(1.Center for
Basic Education, Southwest University, Chongqing 400715, China;2.Faculty of
Education, Southwest University, Chongqing 400715, China)Abstract: Based on the
empirical investigation of 11228 primary school mathematics teachers, this
paper uses multiple linear regression analysis to deeply explore the influence
of participating in different types of mathematical cultural activities on the professional
development of primary school mathematics teachers. The results show that there
is a significant positive correlation between participation in mathematics
culture project research, mathematics culture festival activities and teachers’
professional development and its sub-dimensions. Compared with the mathematics
culture quality course competition, participating in mathematics culture
project research and mathematics culture Festival has a more significant impact
on teacher professional development. Among them, the teaching competition in
the mathematics culture quality course competition has a more significant
positive impact on the professional behavior of primary school mathematics
teachers. The exchange of mathematical culture experience in the mathematics
culture research can promote teacher professional development more than the
essay competition and the small topic research. In addition, the influence of
mathematical cultural activities on teachers’ professional development varied
in terms of school location, teachers’ grades, gender, teaching experience, and
educational background. The above results show the significance of
participating in mathematical cultural activities, and provide a reference for
better carrying out mathematical cultural activities and promoting the
professional development of primary school mathematics teachers.Key Words: mathematical
cultural activities, elementary school math teacher, teacher professional
development
Teacher Development in the Process of Building Characteristics of
General High SchoolsCAI Wen（Institute of Basic
Education Development, Shanghai Normal University/No.2 HighSchool
Affiliated to Shanghai Normal University, Shanghai, 200234, China）Abstract: Referring to
the evaluative index system of Shanghai characteristic high schools, this paper
elucidates the connotation and challenges of the characteristic development of
general high schools, and analyzes the unique role of teachers’ development in
the establishment of characteristic high schools. Based on the establishment of
Shanghai characteristic high schools, this paper puts forward the main problems
affecting the development of teachers in the process of characteristic
construction of general high schools, which are mainly manifested in four
deficiencies, namely lack of value identity, lack of curriculum platform, lack
of realistic motivation and lack of anti-driving mechanism. Drawing lessons
from the advanced experience of successfully establishing the construction of
teachers’ team in Shanghai characteristic high schools, this paper puts forward
some suggestions to promote the coordinated development of the construction of
characteristics and teachers’ team in general high schools: describing the
development vision of characteristic high schools; awakening the subjective
consciousness of teachers’ professional development; weaving the school curriculum
map integrated into the characteristic curriculum; building the curriculum
platform for the development of teachers’ characteristics; creating a dynamic
mechanism for teachers’ development guided by real problem solving and taking
student associations and project research as the starting point to form anti-driving
mechanism for the development of teachers’ characteristics.Key Words: ordinary high
school, characteristic construction, teachers’ development, countermeasures and suggestions
Motivation for Teaching on Job Burnout: Testing the Mediating
Role of Social-Emotional CompetenceLIU Jia-hong1,
FENG Jian-feng1, QIN Xin-xin2,3（1.Basic Education and
Lifelong Education Development Department, East China Normal University,Shanghai,200062,
China;2.School of
Teacher Education, Jiangsu University, Zhenjiang, 212013, China;3.School of
Management, Jiangsu University, Zhenjiang, 212013, China）Abstract: Teacher job
burnout has a negative impact on student learning and development by affecting
teachers’ physical health and mental and work status. Research on teacher
burnout has focused on external influences, while there is a lack of research
on the impact of teachers’ motivation and socio-emotional competencies on
burnout. Based on a questionnaire survey of 1169 primary and secondary
teachers, this study investigated the mechanisms of teachers’ internal and
external motivation for teaching and socio-emotional competence on perceptions
of job burnout. The results indicate that there are significant differences in
teacher burnout in terms of gender, school level, job title and school type.
Teachers’ intrinsic motivation for teaching and social-emotional competence
have a positive and negative effect on job burnout. Teachers’ social-emotional
competence partially mediates the effect of teachers’ intrinsic motivation for
teaching on job burnout. Education administrators and school leaders can
prevent or mitigate teacher burnout through innovative teacher recruitment and development
philosophies, retaining teachers’ ‘originality’, and improving social-emotional
competence.Key Words: intrinsic
motivation for teaching, extrinsic motivation for teaching, social-emotional
competence, teacher job burnout
Breaking “General Overview”: The Reconstruction of Our
Elementary School General Teacher Training in the New EraMA Yi-xian,
ZHANG Wan-peng(Faculty of
Education, East China Normal University, Shanghai 200062, China)Abstract: The training
of primary school general teachers is an important topic in teacher education
research in recent years. This paper argues that, in the context of
strengthening education in the new era, the current training of primary school
general teachers has certain deviations in terms of understanding of
connotation, mechanism design and practical path. In order to correct this
“General Overview” misunderstanding, based on a systematic analysis of the
manifestations and specific causes of the “three major deviations”, this paper
proposes solutions to correct these deviations from three aspects: the
reconstruction of understanding under the high-quality education development
strategy, the reconstruction of mechanism design under the reform of education
mechanism, and the reconstruction of practical path under the new pattern of
teacher professional development. It aims to better interpret the new model of
primary school generalist teacher training in the new era.Key Words: primary
school general subject teachers, general subject teacher training, shape
reconstruction
On Curriculum Reform in Senior Higher School Featuring Teaching-EducationLI Yuan,
ZHANG Zheng-qian(Jiading
Senior High School Affiliated to Shanghai Normal University, Shanghai, 201800,
China)Abstract: Building up a
senior high school featuring with teaching-education, practiced by Jiading
Senior High School Affiliated to Shanghai Normal University, is an active
response to the two new conceptions——New Curriculum and New Textbooks——in
reforming both curriculum and educational methods in middle and primary
schools. This school aims to cultivate students with aspiration, benevolence,
versatility, and sense of social justice, the virtues summarized from
Confucius’ doctrine, endowing traditional teaching-education with new
connotations. With this aim, the school makes enthusiastic exploration in both
traditional class teaching and special selected courses, lectures and
activities, and constructs a new curriculum system featuring teaching-education
for both teachers and students. This new curriculum featuring teaching-education
guides students to crave for knowledge, improves their moral standards,
encourages them to learn throughout their lives, and equips students with
patriotism, social responsibility, initiative and practical spirit so as to
shoulder the mission of national rejuvenation.Key Words: construction
of curriculum, teaching-education, a senior high school with characteristics
Reflection on the Reform of Normal University Students’
Educational Probation and Practice Mechanism Oriented to Practical Wisdom Generation:
Enlightenment from V3SK Framework in SingaporeWANG Jian1,
MENG Dan-qi2(1.Division
of Basic Education, Shanghai Normal University, Shanghai, 200233, China;2.College
of Education, Shanghai Normal University, Shanghai, 200233, China)Abstract: Emphasis on
practical wisdom generation is an important orientation of contemporary teacher
education. The current educational probation and practice of normal university
students still suffers from a lack of spatial “cultural lineage” and a break in
the chronological “pulse”. Based on the unity of “skill” and “Tao”, and
learning from the professional and refined quality manifested by the
“structured” thinking and the “granularity” of the fine operation in the design
of normal university students’ educational probation and practice system in
Singapore, we should intensify the cultivation of normal university students’
educational sentiments, strengthen the multidimensional and collaborative guidance
mechanism, and promote the structure of the practice curriculum, so as to
contribute to the continuous generation of normal university students’
educational practice wisdom.Key Words: educational
probation and practicepractical wisdom, practical wisdom, normal university
students