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A Study on the "Trinity" Educational Study Model of Teacher Education Students' Main Participation under the Background of Professional Certification

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DOI: 10.23977/aetp.2023.071519 | Downloads: 6 | Views: 254


Jiang Wei 1, Li Shangzhao 1, Tang Zhiqiang 1, Wu Yuezhu 1, Yang Jinglei 1, Zhi Yaohong 2


1 School of Mathematics and Statistics, Changshu Institute of Technology, Changshu, Jiangsu, 215500, China
2 Changshu Foreign Language Junior High School, Changshu, Jiangsu, 215500, China

Corresponding Author

Jiang Wei


Using the theory of "interactive reflection training mode" for normal school students based on socio-cultural theory and constructivism theory, a "trinity" education and study mode with the participation of teacher and student subjects was constructed, which includes "case driven classroom teaching, peer collaboration education survey, and" double teacher "follow-up cooperative discussion. The double teacher system played a key role. To think and construct educational study within the curriculum system of normal university students, and to not only build educational study as a course after educational internship, but also fully consider the integration and integration of educational study with other practical courses such as educational internships and educational internships. In the process of educational training, special attention should be paid to binding educational training with curriculum ideological and political education, so that normal school students can experience professional ethics during the internship practice process, and enhance the experience of teacher ethics into an educational sentiment during the study process.


Teacher training professional certification; Educational study; Trinity; Training mode; Double mentor system; Curriculum Ideology and Politics


Jiang Wei, Li Shangzhao, Tang Zhiqiang, Wu Yuezhu, Yang Jinglei, Zhi Yaohong, A Study on the "Trinity" Educational Study Model of Teacher Education Students' Main Participation under the Background of Professional Certification. Advances in Educational Technology and Psychology (2023) Vol. 7: 149-154. DOI:


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