The Role Transformation and Cognitive Competence of Teachers in Online Teaching under the Perspective of the Third Space

Abstract

Abstract:

In the context of digital transformation, online teaching integrates teachers' teaching experience, technology, and data, moving from large-scale classroom teaching to differentiated teaching with technology empowerment, responding to the essential connotation of online teaching promoting educational fairness. Online teaching needs to shift from fairness in sharing educational resources to fairness in the online teaching process, and the third space expands the connotation of fairness in online teaching with the metaphor of a critical teaching method. Online teaching in the third space rejects the binary opposition of knowledge, emphasizes the diverse negotiation of knowledge, pays attention to humanistic care in teaching, strengthens positive self-worth, and promotes online teaching towards process fairness. Based on the characteristics of online teaching in the third space, the role of teachers engaged in online teaching is positioned as a designer activated by students’ existing experience, a promoter of perception acquisition, an assistant of knowledge transfer application, and an evaluator of deep learning. In order to ensure the normal functioning of online teaching roles in the third space, teachers need to possess digital literacy, network moral character, course design ability, communication management ability, and teaching reflection ability, to ensure teachers are competent for online teaching in the third space and implement fairness in the online teaching process.

Key words: online teaching, third space, the role of a teacher, competence, fairness in the teaching process

CLC Number:

Xia Huixian, Hu Hongzhen. The Role Transformation and Cognitive Competence of Teachers in Online Teaching under the Perspective of the Third Space[J]. Education Science, 2024, 40(4): 60-66.

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