The Correlation Study Of Teacher’s Personal Identity Factors And Teacher’s Short Time Training Effectiveness

With the development of the new reformation of school curriculum, accordingly, requirements for teachers has also been improved in recent years. In order to make the teachers understand and apply the teaching idea of the new curriculum reform, and make the teachers participate and integrate into the new curriculum reform as soon as possible, we need to train the teachers. And this is a very important and urgent task. At the same time, training effectiveness is more and more aroused the concern of experts and scholars. In order to make the training effective, we need to analyze the factors which is affecting the training effectiveness. Generally speaking, the factors include system factors、organizational factors and personal factors. This paper focuses on the analysis of teacher’s personal factors.Through the research of the relevant literature on teacher training, I find that most of the current research on teacher training is about the teacher training itself. Take the national teacher’s training programs for example, this paper concerned about the teacher’s personal identity factors: achieved status and ascribe status. In these factors, which factors affect the training effectiveness? And how is the effect? which factors did not affect? And the author is trying to find the reason. At the end of this paper, take into account the interview and the conclusion of the study, the author also brings up some reflections and suggestions, and hopes to have some enlightenment for the future teacher training and the national education department to make teacher training policy.