Author(s)

Zihan Pan ¹

Affiliation(s)

¹ School of Education, Minzu University of China, Beijing, China

Corresponding Author

Zihan Pan

ABSTRACT

Driven by data-intelligent technology, while remote live-streaming classrooms promote educational equity, they also bring systematic professional development difficulties for remote-site teachers. Based on the case of Chengdu No.7 High School's remote live-streaming classroom, this study identifies a triple crisis triggered by technological alienation: temporal-spatial domination, erosion of professional identity and pedagogical disembodiment. Theoretically, it points out that the essence of these dilemmas is the obscuring of educational authenticity by instrumental rationality. When technology escalates from an auxiliary means to a controlling force, remote-site teachers risk being reduced to "digital vassals." Accordingly, three breakthrough paths are proposed: in technology design, shifting from "efficiency-first" to "contextual adaptation"; in professional paradigms, moving from "technical appendage" to "reflective practitioner"; and in policy systems, transitioning from "techno-instrumentalism" to "agentive empowerment." This research not only expands the theoretical perspective of educational technology criticism but also provides important references for Global South countries and regions with uneven resources on how to protect teachers' professional autonomy while promoting digital education. It ultimately argues that the application of data-intelligent technology in education should establish a balance between instrumental and value rationality, reconstructing the educational ecology with teacher subjectivity at its core.

KEYWORDS

Data-intelligent Technology; Remote-site Teachers; Professional Development Difficulties; Technological Alienation; Educational Equity

CITE THIS PAPER

Zihan Pan. Difficulties and Breakthroughs in Remote-Site Teachers' Professional Development in the Data-Intelligent Era: Analysis Based on Chinese Practice Cases. Curriculum and Teaching Methodology (2026). Vol. 9, No.1, 73-81. DOI: http://dx.doi.org/10.23977/curtm.2026.090110.

REFERENCES

[1] Ministry of Education of the People's Republic of China. (2023, October 16). Qinghai Province promotes the high-quality and balanced development of compulsory education and the integration of urban and rural areas through multi-point efforts [EB/OL]. Retrieved June 28, 2025, from http://www.moe.gov.cn/jyb_sjzl/s3165/202310/t20231019_ 1086357.html.
[2] Xia, X. (2024, April 11). Learning together across distances: Teacher professional growth in the digital age [EB/OL]. WeChat Official Accounts Platform. Retrieved June 28, 2025, from https://mp.weixin.qq.com/s?__biz= MzIyNjU4MTMxMw==&mid=2247500427&idx=1&sn=4235bae7e2876756724314d628a25e39&chksm=e9d0f481c4b2864df8561fbd3e0985ce
[3] Postman, N. (1992). Technopoly: The surrender of culture to technology. Knopf.
[4] Wang, Y., Yang, S. S., & An, H. (2022). The connotation, challenges, and paths of teacher professional development in the artificial intelligence era. Teaching and Management, (25), 6-10.
[5] Goodlad, J. I. (1984). A place called school. Prospects for the future. McGraw-Hill Book Company, 1221 Avenue of the Americas, New York, NY 10020.
[6] Wang, B. (2023). What is data-intelligence: Research on the multiple meanings of the concept. Journal of Intelligence, 42(7), 71-76.
[7] Ministry of Education of the People's Republic of China. (2018, April 13). Notice of the Ministry of Education on issuing the "Education Informatization 2.0 Action Plan" [EB/OL]. Retrieved June 28, 2025, from http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html
[8] Heidegger, M. (2013). The question concerning technology, and other essays. HarperCollins.
[9] Wang, L. (2024). Ethical risks and educational countermeasures of teacher professional development in the digital age. Modern Education Science, (1), 94-100.
[10] Keegan, D. J. (1980). On defining distance education. Distance education, 1(1), 13-36.
[11] Ding, X. F. (Ed.). (2001). Distance education. Beijing Normal University Press.
[12] Shao, S. X. (2020). Problem analysis and optimization strategies of high school Chinese remote live-streaming teaching: A case study of the First Middle School of Pengshan District, Meishan City, Sichuan Province [Master's thesis, Southwest University].
[13] Liu, W. (2022). Research on the cultivation of high school students' historical data empirical literacy under the remote live-streaming teaching mode [Master's thesis, Northwest Normal University].
[14] Li, Y. Q. (2020). Research on the assistance strategies of remote-site teachers in live-streaming classrooms: A case study of the live-streaming class at Wenxian No.1 Middle School, Gansu Province* [Master's thesis, Northwest Normal University].
[15] Schwan, A., & Shapiro, S. (2011). How to read Foucault's Discipline and Punish. Pluto Books.
[16] Cai, M. Y. (2022). Problem analysis and optimization strategy of high school chemistry remote live-streaming teaching: A case study of XX school [Master's thesis, China West Normal University].
[17] Chen, Z. Y. (2012). Research on the current situation, problems, and countermeasures of full-time high school remote network live-streaming teaching: Taking the subject of Chinese as an example [Master's thesis, Sichuan Normal University].
[18] Zhang, X. Y. (2022). Investigation and optimization strategies of high school mathematics remote live-streaming teaching [Master's thesis, Central China Normal University].
[19] Freire, P., & Macedo, D. (2018). Pedagogy of the oppressed (50th anniversary edition). Bloomsbury Academic.
[20] Bernstein, B. (1990). The structuring of pedagogic discourse, volume IV: Class, codes and control. Routledge.

Sponsors, Associates, and Links

---

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