Exploration on the Construction of Teaching Ability Model for English Teachers in Vocational Undergraduate Colleges in the Era of Smart Education
Guifu Jia
Student Apartment Classroom Service Guarantee Center, Lanzhou Resources & Environment Voc-Tech University
Yanhui Jing
Department of Basic Education, Lanzhou Resources & Environment Voc-Tech University
DOI: https://doi.org/10.59429/pmcs.v6i1.6189
Keywords: Smart education; English teacher; Teaching ability model; Informatization capability
Abstract
The teaching level of English teachers significantly impacts students' learning outcomes and overall development. The ongoing reform of university English courses has amplified the challenges faced by English teachers in vocational colleges. These challenges include insufficient professional team building, an incomplete theoretical framework for vocational English teaching, and a lack of in-depth understanding and innovation among teachers. Experimental evidence suggests that English teachers in vocational colleges lack adequate post-service education, hindering their ability to adapt to the evolving demands of teaching. Therefore, strengthening research on the teaching abilities of vocational English teachers is crucial for promoting the development of higher education.
References
1.Paliwal M, Singh A. Teacher readiness for online teaching-learning during COVID− 19 outbreak: a study of Indian institutions of higher education[J]. Interactive Technology and Smart Education, 2021, 18(3): 403-421.
2.Archibald D E, Graham C R, Larsen R. Validating a blended teaching readiness instrument for primary/secondary preservice teachers[J]. British Journal of Educational Technology, 2021, 52(2): 536-551.
3.Roll M J J, Ifenthaler D. Multidisciplinary digital competencies of pre-service vocational teachers[J]. Empirical Research in Vocational Education and Training, 2021, 13(1): 1-25.
4.Sun Z, Anbarasan M, Praveen Kumar D. Design of online intelligent English teaching platform based on artificial intelligence techniques[J]. Computational Intelligence, 2021, 37(3): 1166-1180.
5.Dilmurod R, Fazliddin A. Prospects for the introduction of artificial intelligence technologies in higher education[J]. ACADEMICIA: an international multidisciplinary research journal, 2021, 11(2): 929-934.
6.Chen X, Zou D, Xie H.Two decades of artificial intelligence in education[J]. Educational Technology & Society, 2022, 25(1): 28-47.
7.Schiff D. Out of the laboratory and into the classroom: the future of artificial intelligence in education[J]. AI & society, 2021, 36(1): 331-348.
8.Nguyen A, Ngo H N, Hong Y,.Ethical principles for artificial intelligence in education[J]. Education and Information Technologies, 2023, 28(4): 4221-4241.
9.Cope B, Kalantzis M, Searsmith D. Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies[J]. Educational Philosophy and Theory, 2021, 53(12): 1229-1245.
10.Baidoo-Anu D, Ansah L O. Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning[J]. Journal of AI, 2023, 7(1): 52-62.
11.van Werven I M, Coelen R J, Jansen E P W A,.Global teaching competencies in primary education[J]. Compare: A Journal of Comparative and International Education, 2023, 53(1): 37-54.
12.Zubaidah R A, Haryono S, Udin U. The effects of principal leadership and teacher competence on teacher performance: The role of work motivation[J]. Calitatea, 2021, 22(180): 91-96.
13.Cahyo Adi Kistoro H, Setiawan C, Latipah E,.Teachers' Experiences in Character Education for Autistic Children[J]. International Journal of Evaluation and Research in Education, 2021, 10(1): 65-77.
14.Yildiz Durak H. Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks[J]. Interactive Learning Environments, 2021, 29(7): 1136-1162.
15.Kanawapee C, Petsangsri S, Pimdee P. The importance of sharing, caring and collaboration in Thai teacher competency development through online professional learning communities[J]. Journal of Positive Psychology and Wellbeing, 2022, 6(1): 3674-3689.