Teacher Education Reform Based On Entry Adaptability For Newly Qualified Teachers

With the advancement of education reform,the current source of teachers in our country is diversified.Graduates from different educational background enter primary and secondary schools,injecting vitality into the teaching staff.New teachers are a part of the teaching staff,affecting the construction of the teachers.Whether they can adapt to the work of teachers is related to whether they can stick to their career choices and smoothly pass the entry stage.And it also has some influence on teachers’ professional development,school education as well as students’ growth.Therefore,the new teachers’ entry adaptability is a problem worthy of attention.It is necessary to know about their current situation,analyze the reasons and put forward countermeasures.To understand the current situation of new teachers,this paper is based on the stage theory of teacher professional development,the stage characteristics of new teachers in professional development theory,and the integration of teacher education as the theoretical basis and uses interview research method.According to the principle of convenience,on the basis of purposeful sampling,we conduct in-depth interviews with 8 new teachers from different educational background in H province and X city.Through collation and analysis,this paper mainly analyzes the differences in adaptability from the specific situations of teaching and management.Then this article discusses the positive role of teacher education based on the adaptability of new teachers,and makes attribution of teacher quality and teacher education.Finally,based on the adaptive performance of new teachers,this paper tries to put forward the reform path of teacher education:thinking about the prerequisites for teacher professional access targeting professional characteristics,and the reform of teacher education training mode with professional quality as the core.Then this article tries to put forward relevant advice on teacher education,non-normal education,and government departments.First of all,normal colleges should follow the law of teacher growth and optimize the structure of teacher education curriculum;increase the time for teacher education practice courses;conduct secondary selections to recruit outstanding students who are aspiring to teach into normal majors;strengthen the connection and cooperation between colleges and primary and secondary schools,and implement coordinated guidance in education practice.Secondly,universities should develop teacher education courses for non-normal students who are determined to teach.Both normal and non-normal students should be prepared for the job.At last,government departments should speed up the construction of the teacher education integration policy guarantee system for pre-service and on-the-job training,and post-service education,improve the teacher qualification admission system,implement corresponding policies,and guarantee the welfare of teachers.