<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The enhancement of “dual-teacher” teacher quality and digital teacher training represents a pressing need in the development of university faculty. This paper delves into the essence of “dual-teacher” teacher literacy. It proposes an optimized path for cultivating such literacy, culminating in the construction of a high-level “dual-teacher” teacher literacy pathway. To assess the effectiveness of this pathway, a fuzzy similarity matrix was formulated using fuzzy mathematical principles, and a clustering operation was conducted to categorize the identified indicators into an evaluative framework. Subsequently, an affiliation algorithm was employed to determine the index weights within each layer of the constructed system. The results reveal that the educational and teaching competencies hold the highest significance in the “dual-teacher” quality pathway, with a weight of 0.3681, emphasizing their paramount importance. This is closely followed by the technical skills of the teachers, which weigh 0.3013. Moreover, a comparative evaluation of professional practice abilities before and after pathway innovation showed a notable increase from a mean value of 2.16 to 3.41, with a statistically significant p-value of less than 0.05. This substantial improvement in both practical and theoretical educational capabilities underscores the efficacy of the proposed “dual-teacher” literacy pathway. The evaluation provides a structured and comparative analysis of the outcomes, demonstrating the pathway’s impact on enhancing teacher quality within the academic context.</p>
</abstract>

The enhancement of “dual-teacher” teacher quality and digital teacher training represents a pressing need in the development of university faculty. This paper delves into the essence of “dual-teacher” teacher literacy. It proposes an optimized path for cultivating such literacy, culminating in the construction of a high-level “dual-teacher” teacher literacy pathway. To assess the effectiveness of this pathway, a fuzzy similarity matrix was formulated using fuzzy mathematical principles, and a clustering operation was conducted to categorize the identified indicators into an evaluative framework. Subsequently, an affiliation algorithm was employed to determine the index weights within each layer of the constructed system. The results reveal that the educational and teaching competencies hold the highest significance in the “dual-teacher” quality pathway, with a weight of 0.3681, emphasizing their paramount importance. This is closely followed by the technical skills of the teachers, which weigh 0.3013. Moreover, a comparative evaluation of professional practice abilities before and after pathway innovation showed a notable increase from a mean value of 2.16 to 3.41, with a statistically significant p-value of less than 0.05. This substantial improvement in both practical and theoretical educational capabilities underscores the efficacy of the proposed “dual-teacher” literacy pathway. The evaluation provides a structured and comparative analysis of the outcomes, demonstrating the pathway’s impact on enhancing teacher quality within the academic context.

Research on the Composition and Growth Path of Digital High-level “Dual-Teacher” Teachers in Colleges and Universities

Jilin Agricultural Science and Technology University

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

The enhancement of “dual-teacher” teacher quality and digital teacher training represents a pressing need in the development of university faculty. This paper...

Research on the Composition and Growth Path of Digital High-level “Dual-Teacher” Teachers in Colleges and Universities

Online veröffentlicht: 30. Mai 2024

Seitenbereich: -

Eingereicht: 19. Feb. 2024

Akzeptiert: 29. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1253

Schlüsselwörter
Fuzzy mathematics, Clustering, Affiliation algorithm, Evaluation index, “Dual-teacher” teachers

© 2024 Fangbo Hou, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Research on the Composition and Growth Path of Digital High-level “Dual-Teacher” Teachers in Colleges and Universities

Online veröffentlicht: 30. Mai 2024

Seitenbereich: -

Eingereicht: 19. Feb. 2024

Akzeptiert: 29. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1253

SchlüsselwörterFuzzy mathematics, Clustering, Affiliation algorithm, Evaluation index, “Dual-teacher” teachers

© 2024 Fangbo Hou, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Fuzzy mathematics, Clustering, Affiliation algorithm, Evaluation index, “Dual-teacher” teachers