Based on the analysis of the digital foundation and transformation demands of teacher development, the paper proposes a logical architecture of teachers’ digital learning from the perspective of 70- 20-10 model for learning and development, including self-learning based on platform resources (10%), blended learning based on collaborative support (20%), and embedded learning based on work scenarios (70%). Then, a pyramid model of evaluation and governance for teacher development needs that is compatible with the three types of learning paradigms is proposed, i.e., focusing on using teacher portraits to evaluate learning behaviors, using skills certification to evaluate knowledge and competencies, and focusing on ethics to promote practical wisdom. Finally, to support the transformation of learning paradigms plus evaluation and governance, this paper proposes an action architecture of service upgrading for digital transformation in teacher development, namely, creating a multi-level coherent online learning architecture for platformization, creating a seamless learning space with multi dimensional integration for ecologization, and leading the transformation from just-in-time learning to just-in-need practice for practicalization, ultimately realizing a leap of teachers’ practical wisdom.

With the adoption of competency reconstructing path of functional analysis in the organizational behavior theory, and the consideration of the core mission and attributes of educational organizations plus the urgency for digital transformation, this paper concludes four pillar competencies for teachers: curriculum development and teaching competency, human–computer collaboration competency, effective moral education competency, and self-growth competency. From the perspective of supporting the digital transformation in education, curriculum development and teaching competency is the premise and guarantee of “learning-centered”; and human–computer collaboration competency is the transformation direction of teachers’ information and communications technology capabilities in smart environments; effective moral education competency determines the primary role of teachers in the process of digital transformation; and self-growth competency is the purpose and means of digital existence. Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.

Based on the increasingly prominent power of information technology in the innovative development of education, people pay more attention to the information and communications technology (ICT) teaching competency of pre-service teachers. In order to explore the supporting elements, key issues, and possible paths of current normal universities and colleges in cultivating pre-service teachers’ ICT teaching competency, this study collects the survey data of graduates from 20 normal universities and colleges at provincial & ministerial, local, and junior levels. Based on the total quality management theory, technology acceptance model, and pre-service teachers’ ICT teaching competency framework, it carries out the survey and analysis from three aspects: supporting elements, supporting effects, and ability development. The study finds that the support of personnel, facilities, curriculum, mechanism, and environment provided by normal universities and colleges does not play a full role in improving the ICT teaching competency of pre-service teachers. There are still great differences among different levels of universities and colleges. Among them, the influence of personnel support and curriculum support should be greatly strengthened, and facility support is even more inhibited. Based on these findings, it puts forward some strategies that are conducive to better cultivating the ICT teaching competency of pre-service teachers in the pre-service education stage, to make them adapt to the new standards and requirements for teachers in the new era. Keywords pre-

Teachers are the primary resource of education and an important guarantee for building a high-quality education system. Teaching research is an effective way for teacher professional development. This paper focuses on problems of the failure of traditional teaching research models, unbalanced supply, and inaccurate support, with the core goal of realizing the clustered, synergistic, and high quality development of teachers, and builds a new form model of three integrations, one focus, and N innovations for regional informatization teaching research with innovative characteristics, a dual coordination mechanism for the clustered high-quality development of teachers, and an accurate support strategy for the comprehensive literacy of teacher informatization teaching research.

With the advantages of real time analysis and visual evaluation results, intelligent technology-enabled teaching behavior evaluation has gradually become a powerful means to help teachers adjust teaching behaviors and improve teaching quality. However, at present, the evaluation of intelligent teachers’ behaviors is still in the preliminary exploration stage, and the application research is not deep enough. This paper analyzes the application of intelligent technology in the evaluation of teachers’ classroom teaching behaviors from the perspectives of evaluation data, methods, and results. Voice print recognition technology is used to recognize the teachers’ identities and track the speech in the classroom videos, and the videos are segmented. Then, the evaluation framework of teachers’ classroom teaching behaviors is constructed using three dimensions of emotion, posture, and position preference. Finally, evaluation results are presented to teachers in a more intuitive and easy to-understand visual way, to help teachers reflect on teaching. This paper aims to promote the transformation of teachers’ classroom teaching behavior evaluation toward an intelligent, efficient, and sustainable direction through current research.

In the era of artificial intelligence, teachers’ subjectivity presents new characteristics, such as the interweaving of virtual and reality, the integration of individual and groups, and the coexistence of exuberance and disorientation. While reshaping teachers’ subjectivity, intelligent technologies also easily make teachers fall into the subjectivity dilemmas, such as self-crisis, distortion of interaction, and alienation of action. Therefore, to reinstate teachers’ subjectivity, it is necessary to know oneself in pursuit of truth by sticking to the nature of life, to become oneself by constructing the nature of choice in practical activities, and to achieve oneself by returning to the nature of creation in lifelong learning.