Research On The Professional Development Of History Teachers In Transformed High Schools From A County Perspectiv

As a special phenomenon in education during a particular period,the converted-type high school is different from traditional public and private high schools.In terms of ownership,the converted-type high school is a "semi-public and semi-private" entity,and its management system is a "dual-track system" that is both public and private.This unique landscape has also formed a unique educational phenomenon,in which teachers play a major role in converted-type high schools,and they also have their unique characteristics.This article focuses on the professional development of history teachers in converted-type high schools in the county.Through research methods such as survey interviews and quantitative analysis,the article investigates and analyzes the professional beliefs,knowledge,skills,and self-improvement of history teachers,in order to understand the current status and existing problems of their professional development in converted-type high schools.The survey shows that there are problems such as unclear educational philosophy and low "Stead" cultivation;lack of professional knowledge,shallow cultural foundation,and insufficient motivation for learning;a lack of self-awareness of professional planning,low basic teaching quality,and insufficient reflective ability;and a superficial approach to teacher continuing education.Based on data analysis and in-depth interviews,the article summarizes the problems faced by history teachers in converted-type high schools and proposes practical measures to improve these issues.The author believes that the government should actively guide by enacting policies and establishing a complete talent reserve mechanism and a new incentive mechanism for converted-type high schools,enhancing teachers’ sense of identity and belonging to converted-type high schools.As a history teacher,individuals should construct a professional knowledge system through various ways,focusing on subject knowledge and supplemented by education and psychology knowledge,broadly exploring and expanding related general knowledge to form a complete knowledge network;improving the structure of educational and teaching capabilities,including the ability to design,implement,reflect,and research teaching;and cultivating a good professional and historical emotional value.