Abstract—This study aims to design a self-adjusting learning strategy for the pre-service teachers’ cross-disciplinary teaching professionalism in order to adjust to the 107 Curriculum Reform and Industry 4.0. Experimental teaching in a self-adjusting learning strategy training program is given herein. The teaching is aimed at exploring the impact of the course on pre-service teachers' cross-disciplinary teaching professionalism. The sample for the study included 64 pre-service teachers in an unequal pre- and post-test control group. Research tools included the cross-disciplinary teaching professional behavior scale. The conclusions were: 1. After the teaching, the pre-service teachers of the experimental group showed significant improvement in the areas of "curriculum development and design", "pro-teacher communication" and "professional leadership" in the cross-disciplinary teaching specialization. 2. Of the pre-service teachers in the experimental group, 87.2% had a positive attitude to self-adjustment curriculum teaching.
Index Terms—Pre-service teacher, self-adjusting learning strategy, cross-disciplinary teaching professionalism.
Chun-Mei Chou is with Graduate Institute of Vocational and Technological Education, National Yunlin University of Science & Technology, Yunlin, Taiwan (e-mail: choucm@yuntech.edu.tw).
Chien-Hua Shen is with the Department of Business Administration, Transworld Institute of Technology, Douliou, Yunlin, Taiwan (e-mail: shen17@ms51.hinet.net).
Hsi-Chi Hsiao is with the Department of Business Administration, Cheng Shin University, Kaohsiung, Taiwan (e-mail: hsichihs@gmail.com).
Tsu-Chuan Shen is with the Department of Information Engineering, Feng Chia University, Taichung, Taiwan (e-mail:whencharlis@gmail.com).
Tsu-Chi Shen is with the Department of Creative Design, National Yunlin University of Science & Technology, Yunlin , Taiwan.
Cite: Chun-Mei Chou, Chien-Hua Shen, Hsi-Chi Hsiao, Tsu-Chuan Shen, and Tsu-Chi Shen, "Self-adjusting Learning Strategies of Preservice Teachers’ Cross-disciplinary Teaching Professionalization: Adjusting 107 Curriculum Reform and Industry 4.0," International Journal of Information and Education Technology vol. 9, no. 8, pp. 530-534, 2019.
Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).