Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018)

The Challenge and Transformation of Teacher Professional Development from the Perspective of Core Literacy

Authors
Yue Wang
Corresponding Author
Yue Wang
Available Online January 2019.
DOI
https://doi.org/10.2991/erss-18.2019.144How to use a DOI?
Keywords
core literacy; teachers’ professional development; challenge; transformation.
Abstract

At the national education conference in 2018, President Xi Jinping stressed that the construction of the teacher team was the basic work, and the development of students' core literacy is the core and important content of the current education reform. Core literacy poses challenges to the cultivation of teachers, in the face of traditional teacher training model of knowledge structure fracture, the role of subject and object fuzzy and ignore humanity and scientific problems such as chaos, in the concept of teacher professional development from the core literacy will make the transition, increase based on the core accomplishment of teacher training, in response to the change of education constantly.

Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
January 2019
ISBN
978-94-6252-664-8
ISSN
2352-5398
DOI
https://doi.org/10.2991/erss-18.2019.144How to use a DOI?
Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Yue Wang
PY  - 2019/01
DA  - 2019/01
TI  - The Challenge and Transformation of Teacher Professional Development from the Perspective of Core Literacy
BT  - Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018)
PB  - Atlantis Press
SP  - 734
EP  - 737
SN  - 2352-5398
UR  - https://doi.org/10.2991/erss-18.2019.144
DO  - https://doi.org/10.2991/erss-18.2019.144
ID  - Wang2019/01
ER  -