中国电化教育

传统环境下师范生与农村教师的专业成长存在着关联少、协同差等问题,互联网环境下教师教育类MOOC的出现,成为职前职后教师专业互助成长的突破口。经过三年探索与实践,该文提出"互联网+新同学制"的交互模型,依托教师教育类MOOC,将具有数字原住民特征的师范生,与具有丰富教学实践经验的农村教师,形成优势互补的"互联网+"新同学关系,通过课程共学、内容生成、即时陪伴、数据驱动的路径,实现互助式共学的专业成长。研究发现,学习者在课程完成率、学习交互、技术接受度和满意度等方面均取得较好成效,初步建立起"互联网+"师范生与农村教师专业互助成长的有效模式。

The professional development for novice and rural teachers had to face the difficulties on correlation and collaboration in the traditional technology environments. In the internet era, teacher educational MOOC, named as cloud bridge academy, had the potential as breakthrough for the reciprocal professional development for novice and in-service teachers. Based on the continuous practice in the past three years, it is proposed an innovative interact model as "new classmates in the internet". The model combines college level student teachers with tag of digital natives and rural teachers with fruitful teaching experience, constructs relationships as reciprocal new classmates, provides professional development path by course learning, generating contents, instant company and data analysis to make reciprocal development possible. The findings indicated that learners of cloud bridge academy achieved satisfying performance on finish rate, learning interaction, TAM and satisfaction. The present research suggested the effectiveness of the reciprocal professional development model of internet-based novice and rural teachers.