Research On The Present Situation And Strategy Of Teacher’s Professional Development In Shadow Education

Under the multiple effects of national policy,market economy and Confucian traditional culture,shadow education arises at the historic moment and develops continuously.Along with the appearance and development of shadow education,the professional group of after-school tutors also comes into being.As the composition of teachers,shadow education teachers play an important role in the quality of education.Although the after-school tutors have attracted wide attention in the society,the opinions on them are mixed,but the relevant research on this group is still few.Therefore,the professional development of external tutoring teachers has become a research topic with theoretical significance and practical value.This study focuses on the professional development of tutoring teachers outside the school,using a combination of questionnaire survey and interview,and combining their own work experience.The research strategy of combining quantitative analysis with qualitative research was adopted.Firstly,the relevant studies on shadow education,tutoring teachers outside the school and career development are reviewed.Secondly,the core concept is defined and defined.Thirdly,100 off-campus tutors in two typical areas with relatively concentrated distribution of off-campus tutoring institutions in X city were selected for a questionnaire survey,and one teacher of language,mathematics,foreign affairs,politics,history,geography,physics,chemistry and art was selected for an in-depth interview.The exploration of the professional development of tutors outside the school is investigated in the social environment,the working field and the individual characteristics of the self.It mainly focuses on two research questions:firstly,what is the current situation of the professional development of the external tutoring teachers;Second,what are the factors that affect the professional development of tutoring teachers outside the school?Combined with teacher career cycle theory,teacher professional development theory,and Maslow’s hierarchy of needs theory,this paper describes and analyzes the current situation and causes of the career development of off-campus tutoring teachers in X City.Finally,some suggestions are put forward to promote the professional development of teachers outside the school.The main conclusions are as follows:from the perspective of Maslow’s Hierarchy of Needs Theory,the material needs of external teachers are basically satisfied,the needs of belonging and being respected need to be improved,and the needs of self-actualization are still at a relatively low level.From the perspective of teacher professional development theory:the professional knowledge is relatively sufficient,but there are knowledge structural problems;The overall professional ability is strong,but the teaching reflection and innovation is insufficient;The overall moral concept is good,but too utilitarian.From the perspective of teachers’ career development theory:the overall sense of job burnout is low,but the sense of professional identity is insufficient;The dimission rate of out-of-school teachers is high and the career stability is not strong.Professional dignity,career sense of achievement,job security are not high.Finally,in view of the development dilemma of off-campus teachers,the author puts forward the Angle and direction of solving the problem.It is beneficial to the professional development of off-campus tutoring teachers,to improve the quality of off-campus tutoring teachers,and to promote the orderly development of off-campus tutoring education ecology.