Proceedings of the 2024 3rd International Conference on Science Education and Art Appreciation (SEAA 2024)

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Exploring Teachers’ Paths to Quality Development Based on Teacher Roles

Authors
Haowen Miao1, *
1School of Education, Durham University, Durham, United Kingdom
*Corresponding author. Email: haowen.miao@durham.ac.uk
Corresponding Author
Haowen Miao
Available Online 29 September 2024.
DOI
10.2991/978-2-38476-291-0_68How to use a DOI?
Keywords
Teacher Development; Educational Strategies; Quality Assessment
Abstract

In an era marked by globalization, the educational sector is experiencing significant shifts that mirror broader societal changes. This study examines the impact of these transformations on the professional development of educators, with a focus on three key pedagogical knowledge domains: Mathematical Content Knowledge (MCK), Pedagogical Content Knowledge (PCK), and General Pedagogical Knowledge (GPK). Our analysis reveals a compelling link between the advancement of educators’ skills in these areas and improved student academic performance, highlighting the critical role of teacher training, mental health, and well-being. Furthermore, this paper proposes a set of innovative strategies designed to address the prevalent challenges in the current educational landscape. These include targeted interventions in policy and practice that prioritize comprehensive teacher support mechanisms, promote adaptive learning methodologies, and foster an environment conducive to educator and student success. Our findings suggest that integrating these approaches into educational systems can significantly enhance the efficacy of teacher professional development and, by extension, student achievement.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2024 3rd International Conference on Science Education and Art Appreciation (SEAA 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 September 2024
ISBN
978-2-38476-291-0
ISSN
2352-5398
DOI
10.2991/978-2-38476-291-0_68How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Haowen Miao
PY  - 2024
DA  - 2024/09/29
TI  - Exploring Teachers’ Paths to Quality Development Based on Teacher Roles
BT  - Proceedings of the 2024 3rd International Conference on Science Education and Art Appreciation (SEAA 2024)
PB  - Atlantis Press
SP  - 552
EP  - 560
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-291-0_68
DO  - 10.2991/978-2-38476-291-0_68
ID  - Miao2024
ER  -