An Innovation-Driven Framework for Cultivating Interdisciplinary Teaching Competencies among Pre-Service Teachers

Abstract

The interdisciplinary teaching competency of pre-service teachers is an urgent requirement of China’s educational reform and a practical need for improving the quality of basic education. Traditional normal universities suffer from problems such as a single training objective, unreasonable curriculum structure, an ill-prepared teaching workforce, and an imperfect evaluation system. Guided by the innovation-driven development strategy and adopting the three pillars of interdisciplinary teaching competency—knowledge structure, practical skills, and thinking mode—this study designs a cultivation framework from the perspective of professional learning. It constructs curriculum-module clusters, training-project clusters, and practical-training clusters, and organizes interdisciplinary teaching activities by combining project-based learning with self-directed learning. The study also improves the evaluation system from three aspects: evaluation mechanism, quality assurance system, and motivation mechanism, thereby providing an innovation-driven pathway for cultivating teachers in the context of China’s basic education reform.