New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model

Qiang Zhou

doi:10.47297/wspiedWSP2516-250072.20250911

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New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model

9卷第11期

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New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model
New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model
College of Education, Zhejiang Normal University, Jinhua, Zhejiang, 321004, China
2025年9卷第11期页码：324-327
纸质出版：2025-11-30
DOI：10.47297/wspiedWSP2516-250072.20250911
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Qiang Zhou. (2025). New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model. 国际教育与发展（英文版）, 9(11), 324-327.

Qiang Zhou.New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model[J].Journal of International Education and Development,2025,09(11):324-327.
Qiang Zhou. (2025). New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model. 国际教育与发展（英文版）, 9(11), 324-327. DOI： 10.47297/wspiedWSP2516-250072.20250911.

Qiang Zhou.New Pathways for Rural Teacher Training in the Digital-Intelligence Era: The Construction of the "Panoramic Six-Stage" Training Model[J].Journal of International Education and Development,2025,09(11):324-327. DOI： 10.47297/wspiedWSP2516-250072.20250911.

摘要

Abstract

Accelerating the construction of an education powerhouse requires the cultivation of a high-quality teaching workforce

with teacher training serving as a core component. This paper reviews existing training models and identifies their theoretical foundations

which include Activity Theory

Teacher Community Theory

Experiential Learning Theory

and Connectivism. Currently

rural teacher training faces practical challenges such as insufficient expert guidance

lack of peer collaboration

and low levels of in-depth participation among teachers. Based on the aforementioned theories

this study adopts literature research

interviews

and field investigations to construct a "Panoramic Six-Stage" teacher training model

providing references for enhancing teacher competencies and transforming teaching research methods.

关键词

Keywords

references

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