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

Author

Listed:
  • Mohamed Oubibi

    (College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua 321000, China)

  • Wei Zhao

    (School of Information Science and Technology, Northeast Normal University, Changchun 130024, China)

  • Yue Wang

    (College of Humanities, Northeast Normal University, Changchun 130024, China)

  • Yueliang Zhou

    (College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua 321000, China
    Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China)

  • Qiang Jiang

    (School of Information Science and Technology, Northeast Normal University, Changchun 130024, China)

  • Yue Li

    (School of Information Science and Technology, Northeast Normal University, Changchun 130024, China)

  • Xiaoqing Xu

    (School of Information Science and Technology, Northeast Normal University, Changchun 130024, China)

  • Lifang Qiao

    (School of Information Science and Technology, Northeast Normal University, Changchun 130024, China)

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?

Suggested Citation

  • Mohamed Oubibi & Wei Zhao & Yue Wang & Yueliang Zhou & Qiang Jiang & Yue Li & Xiaoqing Xu & Lifang Qiao, 2022. "Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers," Sustainability, MDPI, vol. 14(4), pages 1-20, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:4:p:2045-:d:747450
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    Cited by:

    1. Idris, Mohammed & Alkhawaja, Linda & Ibrahim, Hanan, 2023. "Gender disparities among students at Jordanian universities during COVID-19," International Journal of Educational Development, Elsevier, vol. 99(C).

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