National Primary And Secondary Bilingual Teacher Quality Research

Bilingual education is an important part of minority education in our country, undertaking very important educational function. Educational purpose does and will depend on the common people, and the quality of bilingual teachers is related to the minority bilingual education practice and the urgent problem of minority educational research. This paper takes the bilingual education of Tibetan-Chinese in the primary and secondary schools as case, adopting the research paradigm of conceptual analysis and qualitative research guided by the hermeneutics understanding analysis. Through interpreting the basic theory of "the bilingual teachers" and the quality of bilingual education" and to explore the content and standard and the generation mechanism of the bilingual teachers in the perspective of teaching effectiveness in order to provide the information of research and decision-making for the construction of bilingual teachers and bilingual teachers’quality assurance.This research is divided into four parts, which in addition to the introduction part includes three chapters, respectively the part of concept analysis, the part of fieldwork presentation and the part of behavior and strategy.The first part, introduction, concisely discusses the social background and the practical significance, clarifying the research idea and theoretical paradigm and introducing the concrete research methods and research principles, whose significance is to guild the research process and lay the foundation of the whole dissertationThe second part, concept analysis, aims to discuss the usage and meaning of the key concept in the ordinary context and the academic literature, comparing the contained contradictions and the problems and clarifying the general cognition of the related concepts. The first chapter, bilingual teachers, discusses the concept of bilingual teachers through bilingual teachers’ professional and social change and the social status and the specialization from the perspective of sociology. The second chapter, the quality of bilingual teachers, starts from the concept of teacher’s quality, on the basis of American view of teacher’s quality and the research on the teacher’s quality in China, taking the connotation of teacher’s quality as the basic theory unit, adopting the method of integration analysis to bring up the connotation and value orientation and evaluation method for the bilingual teacher’s quality.The third chapter, the fieldwork presentation, mainly discusses the application of case study method from the perspective of the qualitative research paradigm and takes the ecological performance of the bilingual teachers in education and teaching practice as emphasis to present the fieldwork of the type of bilingual teacher’s quality, which is summary of case study, introducing the selection of cases and the choice of research object and the design of research approach in detail in order to ensure the reliability and validity of the research results and to avoid the suspicion of the false research conclusion. The fourth chapter is about the fieldwork interpretation of the quality for the bilingual teachers, based on the theoretical speculation of bilingual teachers, the quality of bilingual teachers and the professional knowledge for the bilingual teachers, with three systemic framework of bilingual teacher’s professional knowledge, from the two themes of the theoretical knowledge and the practical knowledge for the bilingual teachers to understand the content of bilingual teachers’ quality in the real phenomenon of bilingual teaching practice.The fourth part, behavior and strategy, based on the sidelines of thinking about the research question and process to provide the corresponding research conclusion and policy suggestion for the improvement the bilingual teachers’quality and the development of the professional knowledge for the bilingual teachers. This part summarizes the above research conclusion of bilingual teachers’quality and offers some policy suggestion for the improvement of the current quality of bilingual teachers and the development of the professional knowledge for the bilingual teachers. Besides, through the critical reflection during the research process, the writer put forward the development space of bilingual teacher’s quality and the analysis framework.