ArticleOpen Access http://dx.doi.org/10.26855/jhass.2024.05.017
Professional Development and Transformation of Applied Undergraduate English Teachers in the Digital Context
Feiya Wang
School of Foreign Language and Literature, Xiangsihu College of Guangxi Minzu University, Nanning, Guangxi, China.
*Corresponding author: Feiya Wang
Published: June 12,2024
Abstract
With the rapid development of China's economy, there is an increasing social demand for talent, accompanied by higher requirements. As an important part of higher education, university English courses play a positive role in cultivating students' intercultural communication ability and critical ability. This necessitates a greater emphasis on training applied talents in undergraduate universities and colleges. In the era of digitalization, English teachers in these institutions are confronted with new opportunities and challenges. Therefore, to meet the evolving demands of our time, English major teachers in applied undergraduate universities should adapt accordingly. Furthermore, as teaching reform deepens within universities, it becomes crucial for teachers to undergo transformation and professional development that not only benefits their own growth but also contributes significantly to school reforms. The key to successful university English teaching reform lies in the professional development of teachers and the cultivation of students' comprehensive qualities. Only through continuous professional growth can teachers effectively nurture applied talents aligned with societal needs.
Keywords
Applied undergraduate English teachers, professional development and transformation, digital context
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How to cite this paper
Professional Development and Transformation of Applied Undergraduate English Teachers in the Digital Context
How to cite this paper: Feiya Wang. (2024) Professional Development and Transformation of Applied Undergraduate English Teachers in the Digital Context. Journal of Humanities, Arts and Social Science, 8(5), 1167-1171.
DOI: http://dx.doi.org/10.26855/jhass.2024.05.017