Research On The Problems, Causes And Countermeasures Of Professional Development Of Novice Teachers In New School

With the deepening of local basic education and teaching reform,the high-quality development of the teaching staff is increasingly valued.During this period,the professional development of novice teachers has received much attention.As a new and dynamic professional group in the teaching staff,their professional development is influenced by the specific school work environment.New school novice teachers are a typical representative of the category of novice teachers.In their development process,they not only face professional practical challenges in the early stages of their careers,but also need to address the difficulties of relevant organizational support in the new school.This study is based on the perspective of the professional development of new school novice teachers.It selects and enters the scene of F Primary School in G City to study the practical problems faced by novice teachers in professional development.Research methods such as literature review and interview are mainly used.In the case of F Primary School,in-depth interviews are conducted with novice teachers,guidance teachers,and managers.Based on the research,attribution analysis is conducted and strategies are proposed.This provides a feasible example for managers of this type of new school to explore and practice in promoting the professional development of novice teachers.The research results show that the professional practical problems faced by novice teachers in new schools in the early stages of their careers mainly include: lack of independent teaching design ability,unsatisfactory teaching organization and implementation effect,single and one-sided motivation and evaluation,weak communication and cooperation ability,and lack of autonomy in reflection and development;The main organizational support issues faced by the new school include: the structure of the teaching staff is somewhat unreasonable,the training activities provided are misaligned with the actual needs of novice teachers,and there is insufficient funding for the professional development of novice teachers.Based on this,this study conducted attribution from three aspects: novice teachers,new schools,and relevant education departments.In terms of improvement strategies,it is necessary to enhance the endogenous awareness of sustainable professional development among novice teachers,optimize the overall implementation framework of new schools to support the professional development of novice teachers,and promote relevant education departments to build a diversified platform with the development of new teachers as the core.