Study On Training System Of STEM Teachers Of Primary And Secondary In Australia

In recent years,STEM education has become the focus of basic education reform in various countries.The balanced development of STEM education requires qualified STEM teachers.However,there are shortages of STEM teachers and lack of professional qualifications in China.Australia has formed a relatively complete system in the training of STEM teachers in primary and secondary schools.Its characteristics and experience in training institutions,training objectives,training standards,training forms and training quality evaluation are of great significance for the training of STEM teachers in primary and secondary schools in China.This paper mainly uses literature analysis,case study and comparative method to systematically study the STEM teacher training system in Australian primary and secondary schools.Firstly,it introduces the practical significance of training STEM teachers in primary and secondary schools in Australia: the students’ academic performance in STEM education is not good,and the participation rate of STEM subjects in secondary schools is decreasing year by year,while the shortage of STEM teachers,serious aging,lack of professional development opportunities and other problems are not conducive to the sustainable and balanced development of STEM education in primary and secondary schools in Australia,so improving STEM teaching in primary and secondary schools.Teacher training system is very important to improve the quality of STEM teacher training.Secondly,it elaborates the training system of STEM teachers in Australian primary and secondary schools,including training institutions and objectives,training standards,training methods and training quality evaluation.In terms of training institutions and objectives,the College of Education of Australian Universities is responsible for the pre-service training and in-service training of STEM teachers,the primary and secondary schools in various states(regions)are responsible for the pre-service teacher’s educational practice and in-service teacher’s school-based training,and the Teacher Professional Association participates in the whole process of STEM teacher training as a third party.They all promote the professional knowledge and practical ability of STEM teachers.In terms of training standards,it can be divided into general standards and STEM discipline standards,focusing on STEM teachers’ professional knowledge,professional practice and professional participation;in terms of training forms,STEM teachers’ pre-service training can be completed through diversified curriculum learning and educational practice to obtain academic degrees and teacher qualification certification by teachers’ management institutions.The training of in-service STEM teachers takes the form of school-based training organized by different subjects,while in the aspect of training quality evaluation,it highlights the specialization of evaluation institutions,evaluation standards and evaluation methods.Finally,the characteristics of STEM teacher training system in Australia’s primary and secondary schools are concluded by summarizing the relevant contents of the above elements: formulating unified training standards,emphasizing multi-force cooperation in training STEM teachers,setting up various training programs to promote the professional development of STEM teachers,and evaluating the quality of STEM teachers in order to continuously improve the teacher training system,at the same time,combining with the primary and secondary schools in China.Some problems facing STEM teacher training are put forward as follows: optimizing top-level design,establishing STEM teacher training standards;emphasizing pre-service teacher training,enhancing teaching practice ability;developing various training projects to promote teacher professional development;improving teacher evaluation system and improving STEM teacher training quality.