Abstract:

In recent years, the value of international understanding education has become increasingly prominent. The development of international understanding curriculum not only helps broaden students’ horizons and help them establish a sense of a community with a shared future for mankind, but also activates teachers’ professional vitality. This study is based on the analytical framework of the “Theoretical Model of Chinese Teacher Literacy in the New Era” and takes the first batch of 15 “seed teachers” who participated in the “International Understanding Education Curriculum Development Project” in Chengdu High-tech Zone as the research subjects, and through interviews, it explores the mechanism between the development process of international understanding curriculum and teachers’ professional quality improvement. The study found that the development of international understanding curriculum has a significant effect on improving the professional qualities of “seed teachers” in three aspects: general literacy, learning support and development improvement. The specific manifestations that the international understanding curriculum promotes the improvement of teachers’ professional quality are as follows: the breadth of international understanding topics requires teachers to break away from subject constraints and seek development, and use a wide range of topics to promote the improvement of teachers’ general quality; the shift in the international understanding teaching paradigm requires teachers to take root in the classroom to improve efficiency and promote the improvement of teachers’ learning support capabilities; while the current lack of international understanding education paradigms forces teachers to break through experience and seek innovations to promote teachers’ development and improvement capabilities.

Key words: international understanding education, teacher professional development, curriculum development