Investigation Of Teacher Access System Based On Non-Normal Students

With the development of education,enhancing the ability of teachers becomes an important approach for improving the quality of education in the world.In our country,to realize high-qualified teaching body,the normal university is no longer the main source of faculty,any professional talents could become teachers.As a result,non-normal students become an important component of teaching body in our country.At the premising of the clear definitions of teacher assessment system,teacher certification and non-normal students,this work comprehensively analyzed the development and current situation of teacher assessment systems of the aboard.And then analyzed the current teachers’ access conditions and policies of non-normal students based on the results and analysis of teachers’ current access of non-normal students.Meanwhile,Learning the advanced experiments of aboard,and offering reasonable advises to the development of non-normal teacher assessment system.This paper can be divided into five parts.Part one: presenting the research background and significant,and reviewing the current situations of teacher assessment systems in the world.Listing the investigation methods,including Literature method,investigation method,comparative analysis and so on.Showing the research approach in detail and Clearly defining the words.In addition,discussing the focus and innovation of the research,and lecturing the aims of this paper according to the above analysis.Part two: Combing and discussing the development and current situation of teacher assessment system for the non-normal students.Taking the selective teacher qualification system of American and the special teacher system of Japanese as examples,comprehensively presenting their characteristics,main contents and develop history.Part three: Investigation and analysis on the status of non-normal students pursing teaching career.In order to understand the teaching psychology of non-normal students,this chapter investigates the samples with individual interview method,and summarizes and reflects on the results of the survey.From the comparison of the three levels of system policy,professional quality and job search,obtaining the specific differences between teachers’ and non-normal teachers’ admission.At the same time,showing the confused about the current admittance system of teacher through the analysis of the content of the teacher qualification examination and the enumeration of the recruitment requirements of teachers everywhere.Part four: This part mainly expounds the theoretical basis and realistic requirements for the non-normal students pursuing teaching career.The part lists the three typical pre-serviceteacher training concepts of teacher professionalization,teacher education integration and teacher education ecology,which lays a theoretical foundation for the reform of teacher access system.At the same time,explaining the two preconditions that should be met for the non-normal students pursuing teaching career in detail in order to provide an argument for the operational Suggestions.Part five: On the basis of the previous chapters coupling with the current situation in China,some suggestions are put forward for the construction of the teacher assessment system for non-normal teachers.First,promoting the professional competence of the non-normal students;Second,strengthening the teachers’ professional faith of non-normal students;Third,constricting the teacher qualification criteria and procedures;Fourth,guaranteeing the diversity and classification of teacher certificates;Fifth,timely updating teacher access standards and content.