Investigation And Research On The Professional Development Needs Of Young Teachers In Universities In L Province

With the in-depth development of knowledge economy and globalization,competition among countries around the world has become more dependent on knowledge innovation and talent training,and higher education has also shouldered more responsibilities to the country.The construction of the faculty of university teachers is also facing huge challenges in the process of promoting the construction of "double first-class".At present,young teachers have become the main group of teachers in colleges and universities that cannot be ignored.The professional development of young teachers in colleges is not only related to individual teachers,but also to the entire higher education system.Therefore,we pay attention to the real needs of young teachers in the professional development process of colleges and universities,and It is necessary to provide practical suggestions to solve the professional development needs of young teachers in colleges and universities.This research focuses on the development needs of teachers in terms of professional knowledge,professional ability,and professional affection.The data was sorted and analyzed.Findings: The primary needs of young university teachers in L province in terms of professional knowledge development are "teaching method knowledge" and "pedagogy knowledge".Among them,young teachers with a teaching age of less than three years have a greater demand,and different genders,educational backgrounds,and teaching schools have no difference in the comparison of the professional competence;the primary requirement for the development of professional ability is "the school formulates a reasonable scientific research policy and funding system","enhance the ability to write and publish high-quality scientific research results","enhance the ability to carry out teaching reflection after class " and "more free time",among which young female teachers have a greater need for free time,male young teachers have a greater need for social service opportunities,and young teachers with a teaching age of less than three years need more to enhance the design and planning of curriculum programs,young teachers in "double first-class" construction universities need more opportunities for academic exchanges or advanced studies and the improvement of their ability to write and publish high-quality scientific research results.There is no difference in comparison with classmates’ experience;in professional affection Compared with the previous two aspects,the level of development needs is slightly lower.Young teachers need more“school affirmation” and “family support”.Among them,young female teachers want more recognition from colleagues and support from family members.There is no difference in the comparison of teaching schools.Based on the above research results,this research puts forward relevant suggestions such as: improving the knowledge training of educational methods,advocating teacher team learning;paying attention to the improvement of teachers’ teaching and research ability,helping teachers to engage in social services;establishing and improving performance incentive mechanisms,and implementing developmental evaluation systems.