Self-adjusting Learning Strategies of Preservice Teachers’ Cross-disciplinary Teaching Professionalization: Adjusting 107 Curriculum Reform and Industry 4.0

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.