Reconstruction of Teacher Training Management Model From the Perspective of Group Dynamics

Chenchen YANG

Abstract


With the implementation of teacher education reform worldwide, the effectiveness of teacher training has become a new focus. In this paper, based on group dynamics theory, a teacher training management mode based on the group dynamic mechanism is constructed, and the teachers’ internal psychological tension is stimulated through dynamic driving mechanism, the group cooperative learning atmosphere is maintained by static condensation mechanism, and the teachers’ learning activity efficiency is guaranteed by the norm constraint mechanism, thus restoring the subject status of teachers in the training, arousing their intrinsic vitality, and improving training efficiency.


Keywords


Group dynamics, Teacher training, Management mode

Full Text:

PDF

References


Chen, X. M. (2003). Learning and Interaction through Participation --- Training Guide of Participatory Approach (p.148). Beijing: Education Science Press.

Jiang, Y., Yan, J., & Xu, L. Z. (2012). Research on international preschool teacher education policy (p.35). Shanghai: East China Normal University Press.

Messonnev, J. (1996). What do we know? Group dynamics (pp.22, 23). Beijing: Commercial Press.

Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, (1), 173-208.

Shen, H. Y. (2005). Social psychology: Principle and application (p.254). Guangzhou: Jinan University Press.

Shen, Y. H. (1991). A discussion on the dynamics in Lewin psychology. Acta Psychologica Sinica, (3).

Wenger, E., & Snyder,W. (2000). Communities of practice: the organizational frontier. Harvard Business Review, (1).

Zhang, Y. C. (2007). Construction of teacher educational technology ability --- Teacher professional development in an information-based environment (pp.52-54). Nanjing: Nanjing Normal University Press.

Zhang, Z. J., & Cai, W. (2013). Research on teacher training mode with dialogue as the core. Theory and Practice of Education, (23).

Zhou, X. H. (1991). School of modern western social psychology (pp.104-106). Nanjing: Nanjing University Press.

Zhu, X. D., & Song, H. (2013). Discussion on the core elements of teacher training. Teacher Education Research, (3).




DOI: http://dx.doi.org/10.3968/11080

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Chenchen YANG

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/ccc/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: [email protected]; [email protected]; [email protected]; [email protected]

 Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).

 CROSS-CULTURAL COMMUNICATION Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:[email protected]; [email protected]

Copyright © Canadian Academy of Oriental and Occidental Culture