Exploration of Teaching Concept Formation of Double-position Teachers
- https://doi.org/10.2991/icemit-15.2015.3How to use a DOI?
- “Double-position”, Teacher, Teaching
At present, China is accelerating application-oriented university construction. “double-position” teachers become important teaching resources. This paper describes daily teaching behavior of a “double-position” teacher from the perspective of educational narrative, explores the formation reasons and reveals “double-position” teachers form unique teaching cognition and teaching implementation behavior in learning situation creation, learning community creation, guiding ideology and communication method of cognitive apprenticeship type.
- © 2015, 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 - Junxia Chen PY - 2015/10 DA - 2015/10 TI - Exploration of Teaching Concept Formation of Double-position Teachers BT - Proceedings of the International Conference on Education, Management and Information Technology PB - Atlantis Press SP - 11 EP - 15 SN - 2352-5398 UR - https://doi.org/10.2991/icemit-15.2015.3 DO - https://doi.org/10.2991/icemit-15.2015.3 ID - Chen2015/10 ER -