Author(s)

Li Hao ^1,2, Chengqiang Wang ², Fang Wang ¹, Hongyao Jiang ¹

Affiliation(s)

¹ School of Mathematics and Statistics, Qinghai Normal University, Xining, Qinghai, 810008, China
² School of Mathematics and Physics, Suqian University, Suqian, Jiangsu, 223800, China

Corresponding Author

Chengqiang Wang

ABSTRACT

The professional competencies of teacher education majors are essential for their success in real-world classrooms. As education systems evolve, there is an increasing need to bridge the gap between theoretical knowledge and practical teaching skills. One effective way to achieve this is through the reform of theoretical bridging courses, which provide future educators with the opportunity to connect classroom theory with actual teaching practice. This study explores various strategies designed to enhance these courses and improve teacher preparation. These strategies include integrating classroom-based action research, utilizing collaborative learning and peer teaching, connecting theory with practice through case analysis, embedding technology in teaching and learning, and encouraging reflective journaling and portfolio development. Each of these strategies plays a crucial role in equipping teacher candidates with the skills needed to navigate diverse classroom environments and adapt to evolving educational technologies. Action research, for example, encourages reflective practice and continuous improvement, while collaborative learning fosters communication and teamwork. Technology integration enhances engagement and prepares educators for modern classroom settings. Reflective journaling and portfolio development provide opportunities for self-assessment and professional growth. This study evaluates the relative importance of these strategies based on their impact on teacher education programs. By identifying the most effective approaches, the research aims to provide valuable insights into improving teacher preparation and ensuring that future educators are well-equipped to meet the challenges of contemporary classrooms.

KEYWORDS

Teaching Reform, Professional Competencies, Theoretical Bridging Courses, Elementary Mathematics Research, Teacher Education

CITE THIS PAPER

Li Hao, Chengqiang Wang, Fang Wang, Hongyao Jiang, Exploration of Teaching Reform in Theoretical Bridging Courses Aimed at Enhancing Professional Competencies of College Students Majoring in Teacher Education: A Case Study of "Elementary Mathematics Research" . Advances in Educational Technology and Psychology (2025) Vol. 9: 113-120. DOI: http://dx.doi.org/10.23977/aetp.2025.090217.

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Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education