Research Support System Primary Beginning Teacher

Whether it is based on the professional growth needs for primary school beginning teachers, or on the equal access to education for primary school students’, entry support for primary school beginning teachers is very necessary. However, currently, no due attention has been given to the building of entry support system for primary school beginning teachers, thus resulting in a narrow, arbitrary and unified one. Due to the lack of a complete entry support system, primary school beginning teachers get "non-intervened mature" in the "trial and error" or "mentoring" growth in the "Blue Project", which has led to an inadequate growth of beginning teachers and a decline in the quality of education and teaching.The present paper, by following the logical progression of "current states, entry support, system building, regional investigation and reflection on action" and utilizing a variety of methods including observation, literature reviewing, questionnaire and interview administering, action research, etc., has reported a survey with179primary school teachers at28primary schools in2districts; the interview records of3carders in the department of education administration,8primary school principals and2specialty-rate teachers, and regular follow-up studies on3primary school beginning teachers. The research involved has yielded the first-hand results of the current states of entry requirements, adaptation and support for primary school beginning teachers, which may lay a realistic foundation for the establishment of an entry support system. It has also revealed the entry adaptation regularity of these teachers. Specifically, their entry adaptation develops with the passage of time and in a non-linear and non-uniform process; their teaching adaptation, interpersonal adaptation and psychological adaptation progress at different rates, display different characteristics at different stages and vary from person to person. The action research in a way of trial practice made for more than a year at the two dimensions, education administration and schools, has yielded remarkable effects, which gained wide appraisal from educational administration, primary schools and beginning teachers. The review of literature has illuminated the construction of entry support systems for primary school beginning teacher both at home and abroad., and has presented more in-depth research in the fields of support policy, support target, support system structure, operation mechanism and safeguarding measures. It has also provided a historic retrospection on the construction of entry support system in China, summarized the experience and drawbacks, and broaden the vision of construction of entry support system for primary school beginning teachers.From the perspectives of prospective development of schools, the students’ growth and beginning teachers’professional development, this paper has claimed that primary school beginning teachers are the "potentially innovative force". The entry support is not simply their personal matter, or the individual behavior of any school, but also a subject of common concern for the whole society. Entry support for beginning teachers in primary schools is an investment, or rather, a developmental investment aimed at both eliminating their existent uncertainties and laying a basis for their future development. The construction of a complete entry support system should enable beginning teachers to sustain their professional development. Against the’piece and part’ model of entry support existent in China, this paper presents a "Two-dimension, three-perspective and four-body" model of entry support system. Specifically, it involves the interior and exterior dimensions, macro-, mid-and micro perspectives and four bodies of the government, education administration, teacher education and research institutions, and the schools. The government is the decision-making body; administrative departments of education is the management body, teacher education and research institutions are the implementation body; schools are the safeguarding body, and further clarifies the main tasks for each body. In accordance with their global and phase needs of beginning teachers in primary schools and along with the notion of "Global designing, steady progression and gradual development", the paper has identified the procedural support elements at different phases for primary school beginning teachers, and therefore, will guarantee smooth implementation of entry support practice.Based on the results from the regional action research, it has been argued in this paper that the establishment and operation of entry support system for primary school beginning teachers could only be realized if the ideals are to be renovated, the government to coordinate, the institutions to cooperate, and more financial support is to be secured, the systems improved and progress steadied. Also, the desired effects could only be achieved through the initiatives on the part of primary school beginning teachers themselves.