Research On Learning Path Based On Teacher Professional Profile

It needs to explore teacher professional learning in line with the new era for the development and reform of education in the context of education information technology 2.0.How to promote the deep integration of theory and practice effectively and improve the effectiveness of teachers’ professional learning is an important issue in this field.The emergence and development of teacher profile based on the application of data mining technology has provided an opportunity to improve the effectiveness of teacher professional learning.It can effectively solve the problem of deep integration between theory and practice of teacher professional learning.The researcher of teacher profile has led to a shift from "empirical-based" to "data-based".At present,the research on teacher profile is not only limited to teachers’ online learning or training contexts,but also extends to more meaningful research on teachers’ classroom teaching practices and multi-modal data application in the teaching process.Based on previous researches on teacher profile,this study proposes the concept of teacher professional profile.The aim of this study is to bridge the gap between theory and practice,and improve effectiveness of teacher professional learning.The learning paths are conducted based on teacher professional profile by collecting multidimensional data on classroom practices.Finally,this study conducts evidencebased practice research.And the process of theory guiding practice and practice reinforcing theory has been completed.Accordingly,this study specifically includes the following aspects.First,this study adopts Delphi to determine the components and its indicator system of the teacher professional profile after literature review,including three primary indicators of teacher knowledge,teaching behavior,and information technology application ability with 33 secondary indicatorsSecond,this study selects middle school mathematics teachers as the research object.TPACK-Map,lag sequence and Epistemic Network Analysis are adopted to explore the structure of knowledge integration,teaching behavior pattern and information technology application ability network structure of expert and novice middle school mathematics teachers based on the classroom teaching videos.And then,four types of teacher professional profile of groups and individuals of expert and novice teachers of middle school mathematics are constructed and analyzed for differences.It is found that there are significant differences in the knowledge integration structure,teaching behavior pattern,and information technology application ability network structure between the professional profile of expert and novice teachers of middle school mathematics.Third,this study develops learning paths based on teachers’ professional profile,including knowledge learning paths,teaching behavior learning paths,and information technology application ability learning paths.The three paths are nonlinear and logical structures.Teachers can clearly understand their own learning situation.And it can provide reference for teacher professional learning practices.Fourth,this study precisely designs learning programs and learning activities to conduct action research based on teachers’ professional learning paths and professional profile.The teacher professional profile and interview are adopted to test learning effect.The findings of this study are shown that the learning path based on teachers’ professional profile could improve the professional learning effect of middle school mathematics teachers,and the learning effect of novice teachers is more significant.Fifth,based on the results of the study,the strategies to improve teachers’ professional learning effectiveness at the overall level and specific level are proposed.The overall level has six dimensions,including applying information technology,focusing on real problems,insisting on the integration of theory and reality,stimulating teachers’ participation,strengthening learning reflection,and advocating continuous learning.The specific level has three dimensions,including teachers’ knowledge,teaching behavior,and information technology application ability.To sum up,teacher professional learning in the context of evidence-based practice is problem-oriented.It explores evidence of practice in teacher professional learning,precisely locates teachers’ professional learning levels through teacher professional profile,and designs personalized learning paths for teachers.This study enriches the theory of teacher professional learning and effectively promotes the deep integration of theoretical learning and practical action.It not only achieves the goal of promoting teachers’ professional learning effect and seeking common progress in teaching and learning,but also has great theoretical and practical value for breaking through the dilemma of teacher professional learning.In addition,it also provides an important reference for junior middle school mathematics teachers to improve their professional learning effect.