A STUDY ON THE NEEDS TO IMPROVE THE PRACTICAL TEACHING MANAGEMENT OF FULL-TIME MASTER OF EDUCATION PROGRAMS
Article Sidebar
Main Article Content
บทคัดย่อ
Under the guidance of China's strategy for high-quality development of postgraduate education, practical teaching in full-time Master of Education programs has become a crucial component in cultivating students' educational literacy and practical abilities. Its management quality directly determines the effectiveness of practical teaching and the quality of talent cultivation. This study takes a local undergraduate university in China as its research subject. Based on Dewey's "learning by doing" theory and the PDCA cycle, it employs a hybrid research method combining questionnaires and semi-structured interviews to systematically analyze the current status and core issues of practical teaching management. It accurately identifies three core improvement needs: "collaboration, standardization, and development," and constructs a complete needs system. Combining the characteristics of local undergraduate universities, this research provides empirical support for similar institutions to optimize the management of practical teaching in full-time Master of Education programs and accurately align with improvement needs, enriching the research findings on the needs of practical teaching management in Master of Education programs.
Article Details
อนุญาตภายใต้เงื่อนไข Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
เอกสารอ้างอิง
Tang Weimin. (2018). A Study on the Current Status and Training Model of Teaching Practice Ability of Full-time Master of Education Students—Based on a Survey and Analysis of Master of Education Training Institutions. Modern Education Management, (1), 102–108.
Hua Chunyan. (2020). Innovation of teaching practice ability training model for full-time Master of Education students - based on survey analysis of H University. Journal of Higher Education Research , 43(2), 118–124.
Liu Yuanyuan. (2021). Research on optimization strategies for practical teaching management of full-time Master of Education students based on PDCA theory. Chinese Graduate Education, (6), 72–78.
Li Hua. (2019). Exploration of the Path to Cultivate Practical Ability of Master of Education Students. Education and Career, (15), 96–101.
Liu Fang. (2020). A study on the current situation and countermeasures of Master of Education education in the field of vocational education. Vocational and Technical Education, 41(24), 85–90.
Wei Qing. (2022). Theoretical research on the UBL practical teaching system for Master of Education students in the field of mental health. Chinese Graduate Education, (8), 65–70.
Wang Tingting. (2021). Research on the problems and countermeasures of the training of Master of Education in the field of vocational and technical education. China Vocational and Technical Education, (21), 75–80.
Ye Fei. (2020). Construction of Evaluation System for Practical Teaching Quality of Professional Master's Degree Graduate Students - An Empirical Study on Quality Inspection of Master of Education Training. Chinese Graduate Education, (12), 55–61.
Han Manru. (2019). Research on the archiving and information management of practical materials for professional master's degree students—taking professional master's degree students in education as an example. China Graduate Education, (12), 62–66.
Wu Guoping, & Li Xiaohong. (2021). Exploration of the application of smart teaching platform in practical teaching management. Educational Research, 42(4), 123–129.
Shen Yun. (2020). Application of action research in the practical teaching management of Master of Education programs. Education and Teaching Research, 36(5), 45–50.
Darling-Hammond, L., Hyler, ME, Wojcikiewicz, S., & Rushing, J. (2025). Design Principles for Teacher Preparation: Enacting the Science of Learning and Development. Learning Policy Institute.
Biesta, GJ, & Burbules, NC (2004). Pragmatism and educational research. Bloomsbury Publishing USA.
Ord, J., & Leather, M. (2011). The substance beneath the labels of experiential learning: The importance of John Dewey for outdoor educators. Australian Journal of Outdoor Education, 15(2), 13–23.
Moen, R. (2009, September). Foundation and History of the PDSA Cycle. In Asian network for quality conference. Tokyo. https://www.deming.org/sites/default/files/pdf/2015/PDSA_History_Ron_Moen. Pdf (Vol. 2009).
Wren, D. A. (2001). Henri Fayol as strategist: a nineteenth century corporate turnaround. Management Decision, 39(6), 475-487.
