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基于教师专业发展理论的职前英语教师教学设计能力提升路径研究

Research on the Pathways to Enhancing Pre-service English Teachers’ Instructional Design Competence Based on Teacher Professional Development Theory

阮开春

Education Study / 2026,8(4): 447-452 / 2026-05-07 42 31

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• Information:

  广西师范大学，桂林

• Keywords:
  Pre-service English teachers; Instructional design competence; Teacher professional development; Practical knowledge; Teaching practicum
  职前英语教师; 教学设计能力; 教师专业发展; 实践性知识; 教育实习
• Abstract: The teaching practicum represents a critical stage for pre-service teachers to achieve knowledge transformation and competence generation. Grounded in the theory of teacher professional development, this study employs a mixed-method research approach to investigate 90 pre-service English teachers, focusing on the challenges and pathways for improvement in their instructional design competence during the practicum period. The findings reveal that while the overall level of instructional design competence among pre-service teachers is satisfactory, their abilities in “strategy selection” and “procedure design” are relatively underdeveloped, specifically manifested as a considerable reliance on fixed teaching models and learner analysis skills requiring further development. Regarding influencing factors, “strategy selection” is correlated with grading homework, peer interaction, and reflective journals, whereas “procedure design” is more closely associated with mentoring from school-based mentors, engagement in teaching and research activities, and reflective journals. The study also identifies practice-related issues during the practicum, including insufficient opportunities for hands-on teaching and inconsistent quality of mentor guidance. Based on these findings, this research constructs a support mechanism from three dimensions — social interaction, reflective cycle, and conceptual guidance — and puts forward targeted recommendations for teacher education institutions, placement schools, and pre-service teachers themselves, aiming to provide empirical evidence for the professional development of pre-service teachers and the optimization of practicum systems. 教育实习是职前教师实现知识转化与能力生成的关键阶段。本研究立足教师专业发展理论，运用混合研究方法，对90名职前英语教师展开调查，重点探讨他们在教育实习阶段教学设计能力的发展困境及提升路径。研究结果显示，职前教师整体教学设计能力良好，但“策略选择”与“步骤设计”能力相对薄弱，具体体现为对固定教学模式过度依赖及学情分析能力有待提高；影响因素上，“策略选择”与“批改作业”“同伴交流”“反思日记”相关；“步骤设计”则与“校外导师指导”“教研活动”“反思日记”关联更密切；实习中实践机会不足、导师指导不稳定等现实问题。基于此，本研究从社会互动、反思循环与概念引领三方面构建支持机制，并对师范院校、实习基地及职前教师提出针对性建议，以期为职前教师专业发展与实习体系优化提供实证依据。
• DOI: 10.35534/es.0804080 (registering DOI)
• Cite: 阮开春．基于教师专业发展理论的职前英语教师教学设计能力提升路径研究［J］．教育研讨，2026，8（4）：447-452．