Research on the Path of School-based Teaching and Research Assisting Teacher Professional Development
Article ID: 6615
Vol 7, Issue 5, 2024
Vol 7, Issue 5, 2024
VIEWS - 34 (Abstract) 31 (PDF)
Abstract
School-based teaching and research (SBTR)is an important way to promote the professional development of teachers, at the same
time, SBTR and teacher professional development point to the goal. In china, SBTR has been explored and practiced for many years, and
considerable results have been achieved, but there are still realistic dilemmas such as superficial subject cognition, low effectiveness of teaching and research actions, and formalization of system construction. In order to give better play to the value of SBTR to help teachers’ professional development, it is necessary to deepen the recognition of SBTR in the subject consciousness; to improve the effectiveness of SBTR in
the implementation of action; and to improve the system construction in the organizational guarantee.
time, SBTR and teacher professional development point to the goal. In china, SBTR has been explored and practiced for many years, and
considerable results have been achieved, but there are still realistic dilemmas such as superficial subject cognition, low effectiveness of teaching and research actions, and formalization of system construction. In order to give better play to the value of SBTR to help teachers’ professional development, it is necessary to deepen the recognition of SBTR in the subject consciousness; to improve the effectiveness of SBTR in
the implementation of action; and to improve the system construction in the organizational guarantee.
Keywords
School-Based Teaching and Research; Teachers’ Professional Development; Path Research
Full Text:
PDFReferences
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5. [3] Su Junyang, Shi Si. Weak participation of school-based teaching and research teachers: connotation and negative impact [J]. Teacher Education Research, 2022,34(06):83-88.
6. [4] Liu Lianghua. Curriculum reform and three directions of school-based teaching and research [J]. Global Education Outlook,
7. 2022,51(05):117-128.
DOI: https://doi.org/10.18686/ijmss.v7i5.6615
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