| The purpose of establishing the publicly funded normal student policy is to further the country’s specific measures to implement the basic national policy of rejuvenating the country through education and science and technology,and to train outstanding educators for China’s education.From 2011 to 2018,a total of 8 publicly-funded normal students have joined the education industry.As the number of public-funded normal students has increased,they have gradually become the backbone of national basic education.Whether the public normal teachers have designed career development plans for themselves after work,how their personal growth has been in recent years,whether they have encountered difficulties in career development,and what are the ideas and countermeasures for solving them.This study takes public-student normal students in M City of Anhui Province as an example,so based on the teacher evaluation files of M City of Anhui Province,three-dimensional evaluation indicators are designed: teaching,research,and management.The problems identified are summarized at four levels: individuals,schools,governments,and universities,and provide countermeasures.The research questionnaire used the self-edited questionnaire for "professional development of publicly-funded teachers after entry".A total of 88 were distributed,and 88 valid questionnaires were recovered,with an efficiency of 100%.The data analysis uses SPSS analysis to process the data.Based on the analysis of the questionnaire data and interviews with government-paid teaching students and related parties,it is found that the status of professional development of government-paid teaching students and the developmental differences of government-paid teaching students under different variables.Logical and systematic analysis methods are used.Analyze and summarize the factors that restrict the professional development of government-paid teaching students,and provide strategies and ideas for promoting the professional development of government-paid teaching students,and draw the following conclusions:In the satisfaction survey,the interviewees largely gave public-funded normal students recognition and expectations,but the data showed that after the public-funded normal students entered their jobs,there were certain difficulties in their career development.Public-funded normal students are particularly obvious.The factors affecting the professional development of government-paid teaching students are as follows: government-paid teaching students have weak practical ability in the dimension of education and teaching;insufficient subjective initiative in the dimension of teaching and research;lack of experience in the dimension of education management;and the overall positioning of professional development is inaccurate.At the school level: unreasonable work arrangements;unreasonable promotion of ranks;unfair performance evaluation;insufficient school-based teaching and research atmosphere.Government level: weak policy implementation;poorly targeted teacher training programs.University level: theory over practice;lesson in curriculum.Promote the career development strategies and thinking of government-paid teaching students.At the personal level,government-paid teaching students: establish a sense of teaching;focus on practice and teaching;think more and participate more in teaching and research activities;rational planning.At the school level: set up teacher activities to provide teachers with humanistic care;adhere to the mutual help system;increase teamwork awareness and improve the lesson preparation system;fair promotion to stimulate professional development of teachers;training teachers to improve professional skills of teachers;performance salary reform to ensure that teachers should To benefit.At the government level: improve the policy for government-paid teaching students;properly plan teacher training;establish a social atmosphere that respects teachers and educates;and fulfill the rights that teachers should enjoy in accordance with the law.University level: increase practical education;optimize teaching content. |
