Investigating Practice‑Oriented Courses in Teacher Education: Deficiencies, Challenges, and Methodological Approaches
DOI:
https://doi.org/10.66069/ojspub.25360608Keywords:
Teacher education, Practice‑oriented courses, Practical knowledge, Curriculum implementation, Pedagogical researchAbstract
Practice‑oriented courses in teacher education are critical determinants of teaching effectiveness, curriculum quality, and talent cultivation standards. Designed to foster practical knowledge and applied competencies through authentic educational settings, these courses are inherently situated and context‑dependent. Given their pedagogical significance, there is an urgent need for deeper inquiry into the implementation processes of such courses. This study systematically reviews existing deficiencies, defines the research scope, identifies core challenges and focal issues, and outlines the methodological framework for investigating teacher education practice courses, thereby providing a foundational reference for future empirical and theoretical work in this domain.
References
[American] Jane Chapuys, translated by Shiguo Zhao: Classroom Evaluation for Promoting Learning [M], Shanghai: East China Normal University Press, 2020
Dylan William: Embedded Formative Evaluation [M], Shanghai: Shanghai Foreign Language Education Press, 2019
Shaofei Wang: Classroom Evaluation for Promoting Learning [M], Shanghai: East China Normal University Press, 2021
Xiangdong Yang, Yunhong Cui: Classroom Evaluation [M], Shanghai: East China Normal University Press, 2020
Junshan Wang et al.: Design and Implementation of Personalized Education Evaluation [M], Shanghai: Shanghai Academy of Social Sciences Press, 2021
[American] Susan Bruhaks, translated by Xiu Hang et al.: How to prepare and use gauges [M], Ningbo: Ningbo Publishing House, 2021
Wenye Zhou: Performance Evaluation of Teachers Pointing to Moral Education [M], Shanghai: East China Normal University Press, 2021
Linda from the United States Daling et al., translated by Chen Fang: Beyond Standardized Examinations [M]: How Performance Evaluation Promotes 21st Century Learning, Changsha: Hunan Education Press, 20210
Kongzhen Li: Content that cannot be ignored in teacher education curriculum: practical courses [J] Course Textbook Teaching Method, 2007 (9)
Xiaohong Gu: Action Strategies for Practical Curriculum in Teacher Education [J] Journal of Harbin Institute, 2014 (4)
Guiling Wu: Embedded Type: An Analysis of the Implementation Path of Teacher Education Practical Curriculum [J] Teacher Education Research, 2018 (9)
Dan Li: On the Curriculum Reform of Pre service Education for Teachers with a Development Orientation towards Practical Knowledge [J] Course Textbook Teaching Method, 2011 (4)
Xuesong Zheng: Development orientation of portfolio evaluation for teacher education practice courses [J] Journal of Shaanxi Preschool Normal University, 2019 (5)
Ge Wei, Xuehan Lv: Reflection on Teacher Education Curriculum Reform from Practical Knowledge [J] Teacher Education Research, 2021 (7)
Yanxin Yao: Research on the Path of Teacher Education Curriculum Reform Based on Teacher Education Professional Certification [J] Journal of Hanjiang Normal University, 2021 (8)
Danaguli Borati, Shuping Yang: Research on the Curriculum System of Teacher Education Practice from the Perspective of Teacher Education Professional Certification [J] Teacher Education Forum, 2020 (11)