A Study On The Training Situation Of Beginning Teachers’ Teaching Ability In The Middle School

As the core element of teacher’s professional quality, teaching ability determines the outcomes and qualities of education. Also, teaching ability is the key to improve the education reform and represents teacher’s role on the education process. On the process of new curriculum reform, thousands of beginning teachers make their debut in the front of blackboard every year. According to professional development theory, teacher’s professional development is a long and successive process. Teachers of different phases focus on different tasks. The very first 3 years of teaching is the crucial period to transform teaching work to master teaching ability. Therefore, the professional development process of a beginning teacher can directly influence his/her later teaching quality. Considering the fact that normal education could not actually meet teaching work and parts of beginning teachers have no professional training, beginning teachers are struggling in their teaching job and smashed by the reality. So we are pushed to improve the training work of beginning teacher’s teaching ability. The outstanding feature, the forming process, the theory bases and the training rules of teaching ability all state specific requirements on training beginning teacher’s teaching ability.This study collected data from 6 middle schools in Bazhong City, Sichuan province. Together with documentary study, we are trying to know beginning teachers’ teaching ability and its training situation. By studying the questionaires and interviews, we are able to see the training situation of beginning teachers’ teaching ability in the middle school of middle-sized and small cities clearly, and find problems existed as such:1.Beginning teachers in the middle school are in great need of teaching ability training, but the training work is not valued very much.2.Beginning teachers’ teaching ability training in the middle school is lack of policies’ protection.3.No clear goals and no complete and specific contents are set for beginning teachers’ teaching ability training in the middle school.4.Various of beginning teachers’ teaching ability training patterns are not effective in the middle school.5.The outcomes of beginning teachers’ teaching ability training are not evaluated in an objective way.6.Beginning teachers’ sense of teaching ability independent development is considerably weak and they are lack of cooperation.Studying the problems based on the analysis of the subjective and objective reasons, we propose to solve these problems through developing the work of the government, the school and beginning teachers themselves.1.The government enhances the training of beginning teachers’ teaching ability in middle school, improving and perfecting relative policies, enriching capital input and evaluating teachers’ teaching ability level.2.The school should improve its low efficiency of beginning teachers’ teaching ability training, establishing school-based training system, applying mentoring appropriately, emphasizing the importance of teachers’ professional improving community, initiating E-learning and sharing learning resources.3.Beginning teachers in middle school should improve their own independent development of teaching ability, increasing their independent development sense, forming the habit of self reflection, writing teaching reflecting diary, practicing action research and studying classic teaching cases.