Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers

Abstract

With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus of attention of many scholars, and the heterogeneous cultural backgrounds and diverse language needs of learners determine that TCFL should promote the development of students’ intercultural communication competence in language practice with the use of educational technology. In this study, 82 preservice teachers as an experiment group and 64 preservice teachers as a control group participated in this study; this research aims to improve the quality and level of TCFL, using innovative teaching tools as a means to target preservice TCFL teachers and create a teaching–learning design strategy based on the smart teaching tools Moso Teach (MT) and Rain Classroom (RC). The findings from this research show the importance of the use of smart teaching tools and the improvement of preservice teachers during the experiment compared to preservice teachers with traditional methods. This paper answers the following questions: (1) How to improve preservice TCFL teachers’ competencies by integrating smart teaching tools into their learning process? (2) How to integrate technological, pedagogical, didactic, and social competencies into preservice teachers’ daily teaching CFL?

Exploring quality attributes of smart classrooms from the perspectives of academics

“…Forecasts project exponential growth in the adoption of smart classrooms for the coming years (Uskov et al, 2015) due to the emergence of smart systems, applications and technologies that provide unprecedented opportunities for quality teaching and learning (Oubibi et al, 2022). In addition, there are credible signs that smart classrooms have the potential to revolutionize schooling.…”

Gender disparities among students at Jordanian universities during COVID-19

“…They asserted that boys and girls use technology and related skills in different ways. Oubibi et al (2022) conducted research at a large university in Canada to determine whether college students of different genders use technology differently. They wanted to help us better understanding of gender’s role in technology adoption in post-secondary education.…”

“…They wanted to help us better understanding of gender’s role in technology adoption in post-secondary education. They found that men and women approach technology differently, especially in terms of learning using software packages and computers ( Oubibi et al, 2022 ).…”

“…To answer the above research questions, the questionnaire of this study was formulated based on previous literature in the field of gender disparities. Studies conducted by Cuadrado-García et al (2010) , Oubibi et al (2022) , and Van Grootel et al (2020) revealed gender disparities in the use of technology and software packages, access to the Internet, and availability of devices before and during the COVID-19 pandemic. Studies such as those by Correia and Willis (2022) , Prowse et al (2021) , and Vegt and Kleinberg (2020) also revealed that men and women varied in terms of their stress level in response to the pandemic.…”

Assessing Teaching Compassion, Work Engagement and Compassion Fatigue Among Teachers During the Pandemic

“…The introduction of online teaching and learning has resulted in teachers’ stress and anxiety, especially for those with low ICT competence. 26 Apart from competence, studies have also reported teachers’ lack of willingness to shift from traditional face-to-face to distance (online) teaching and learning. 2 The UNESCO survey indicated that only half of the surveyed countries had offered additional training to teachers on distance education.…”