Research On The Effect Of College Teachers’ Induction Training Based On The Theory Of Teacher Professional Development

In recent years,as an important way to speed up the professional development of new teachers in colleges,stabilize the team of college teachers,and improve the quality of higher education teaching,college teacher induction training has received more and more attention from relevant departments.In order to help new college teachers to smoothly change their professional roles,improve the theoretical and practical skills of education and teaching,and accelerate the pace of teacher professional growth,in 2016,the Ministry of Education decided to implement National Training Demonstration Project for New College Teachers in Midwestern,Providing systematic and specialized induction education for newly recruited teachers in college in the central and western regions.However,the actual effect of this high-input National Training Demonstration Project,whether it has actually achieved the expected goal of induction training,and how to optimize and improve on the original basis,these issues still need to be further studied.This article takes the National Training Demonstration Project for New College Teachers in Hubei Province in 2019 as an example,and uses a combination of theoretical research and empirical research to explore the effect of induction training for college teachers.Under the scientific guidance of the well-known Kirkpatrick’s four-level training evaluation theory,the study uses methods such as logical argumentation,brainstorming,and Delphi to build a scientific and standardized training effect evaluation index system,and makes a scientific and objective evaluation of The National Training Demonstration Project for New College Teachers at the demand level,target level,reaction level,learning level,behavior level,and result level.Collecting real and powerful research data through questionnaire survey and interview survey methods,and fully understanding the current situation of new college teachers’ training needs,training objectives,new teachers’ views on training,satisfaction,behavior changes and organizational changes,further clarifying the actual effects and quality of college teacher induction training.Not only that,this article is based on the teacher knowledge theory,teacher learning theory and teacher reflection theory under the teacher professional development theory,and takes the induction training itself,the new college teachers and the organization as the entry point,analyzes the internal and external reasons for the effect of college teachers’induction training.It is believed that the induction training with theoretical knowledge as the main content is out of the real practical situation,the single training method that focuses on lectures hinders the collaboration and dialogue between teachers,and the new teacher’s organization lacks continuous and in-depth post-training guidance and assistance,the lack of practical knowledge affects teachers’ reorganization and transformation of knowledge,and the lack of teachers’ learning reflection ability hinders the generation and transformation of training knowledge are the main reasons that affect the effect of college teacher induction training.In view of this,this article puts forward some scientific and effective suggestions for improvement,including:creating problem situations to promote knowledge transfer and application;enriching training methods,focusing on teacher participation and dialogue;strengthening organizational support and creating a teacher learning community;based on practical situations,Promote the generation of teachers’practical knowledge;establish a lifelong learning awareness,stimulate teachers’ drive for learning;attach importance to teacher reflection,and enhance teachers’ self-construction level.