| Abstrakt: |
Rural educators constitute an integral segment of the teaching workforce, and the widespread integration of information technology has ushered in transformative changes in production methods and pedagogical approaches. These shifts have opened up auspicious avenues for elevating the professional competence of rural teachers. Higher education institutions have forged information platforms and harnessed network resources to create an interactive framework catering to the professional development of primary and secondary school teachers within their outreach areas. These university-driven information platforms and network resources play a pivotal role in advancing the professional growth of basic education teachers, focusing on augmenting their capacity for self-directed learning, refining their teaching and research management proficiencies, and instilling a culture of excellence in teacher education. This professional development is further facilitated through the establishment of an interactive information network platform, leveraging diverse communication channels such as blogs, QQ, and WeChat. Educational internships serve as valuable opportunities for teacher apprenticeship, enabling innovative pedagogical methods like micro-grid teaching and catechism to flourish. Strategies are employed to cultivate and enhance the information technology literacy of basic education teachers. This study not only elucidates these initiatives but also critically assesses their effectiveness, reliability, and comprehensiveness, culminating in discerning results and insightful recommendations that can further propel the professional growth of rural teachers in the digital age. [ABSTRACT FROM AUTHOR] |
Full text from SpringerLink