运用法学硕士促进教师专业发展：混合式学习中教师教学设计能力培养的实证研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-06-06 DOI:10.1016/j.tate.2025.105091

Xu Wang, Juan Niu, Bei Fang, Guangxin Han, Juhou He

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引用次数: 0

摘要

支持教师专业发展的问题一直是大型语言模型应用研究的一个重要焦点。本课题组开发了混合式教师专业发展计划，通过大型语言模型，增强了混合式学习中教师教学设计能力的专业发展，并在西北地区某高校进行了实证研究。利用焦点小组访谈（n = 23）和定量分析，我们确定了该计划实现了有针对性的培训，为教师提供了个性化的学习体验，并最终提高了他们在混合式学习教学设计方面的能力。大语言模型有效地促进了教师的专业发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Empowering teachers' professional development with LLMs: An empirical study of developing teachers' competency for instructional design in blended learning

The issue of supporting teachers' professional development has been a significant focus in applied research related to large language models. The research group developed a blended teachers' professional development program, empowering teachers' professional development of instructional design competency in blended learning with a large language model, and conducted an empirical study at a university in northwest China. Utilising a focus group interview (n = 23) and quantitative analysis, we established that the program enabled targeted training, offered teachers a personalized learning experience, and eventually improved their competency in instructional design for blended learning. The large language model effectively empowered teachers' professional development.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.