Research On The Action-oriented Teacher Trainer Training

Teacher training is a key measure to comprehensively improve the quality of primary and secondary school teachers.Teacher trainer is an important force to promote the overall improvement of teachers' quality and ability.It is a strategic link to promote the reform of teacher training,steadily improve the quality of teacher training,and continuously improve the professional quality of teachers to build a team of high-quality,professional,rational and innovative teacher trainers.For a long time,the construction of teacher trainers in China has lagged behind.It is mainly manifested in the following aspects: low professional level of training institutions,insufficient quality and ability of training personnel,lack of training standard and index framework,incomplete training course content system,monotonous and mechanical low efficiency of training methods and so on.This seriously restricts the teacher training to improve the quality and efficiency and expand its scope.We must change the malpractice of traditional teacher trainer training,summarize effective measures and beneficial experience,and promote the theory construction and practice innovation of teacher trainer training.In this study,aiming at the reform of the training mode of teacher trainers,the cooperative action research was carried out by taking the training project of teacher trainers in H province as a case.We comprehensively used literature,observation,interview,investigation,Delphi and other research methods to analyze the program design,implementation process(Including organizational form,implementation link,practice mode,operation mechanism,effective measures and so on)and effectiveness evaluation process of the project,so as to explore the theoretical basis behind the action-oriented teacher trainer training mode.Based on the framework of "five-link learning process"(focusing on real problems-gathering team wisdom-working together on action plan-action experience application-evaluating application effect),this action research determines six basic connotations,such as "problem,team,action,reflection,relationship and situation".The main achievements of this study is to explore the six ring implementation process,namely,"form and optimization operation team,and determine action questions,research and develop a plan of action,implementation and revision of action plan,reporting and assessment process,reflection and checking action culture",and refine the five action mechanism,namely,positive incentives,"snowball",independent management,team reflection and multiple evaluation,etc.At the same time,this study independently constructed a teacher trainer training performance evaluation index system,including four dimensions(theory of knowledge,methods,skills,ideas and emotional identity)16 indicators,using the "triangle evaluation method",including "degree of training effect of the change" "action subject subjective experience" "solid exercise reasonable degree and performance of the programme of action",to examine the subjective and objective change of participants during the training examples,and to evaluate their actual training situation after training in the training program design and implementation of the training effect.This study shows that it can develop localized educational resources and actively create an open and creative cultural atmosphere in the practice situation of training site through self-organized teams.As a whole,this mode promotes the profound transformation of training culture,and plays an obvious positive role in improving the trainees' independent learning ability,transforming the learning process,upgrading the learning experience,expanding the source of knowledge,promoting the cognitive transformation,optimizing the way of thinking and cultivating the identity.Starting from solving the practical problems of professional development,actionoriented teacher trainer training mode focuses on improving the professional practice ability and professional thinking quality of teacher trainers It strives to transcend the vulgar understanding of "action" and abandon the linear thinking of the relationship between "theory" and "practice" in the past.It also regards "action experience" as an important intermediary force for practitioners to achieve individual cognition and gather practical wisdom,and attaches importance to practitioners to create knowledge and generate theories in action.We attach importance to knowledge creation and generative theory in action,and achieve the core purpose of knowledge creation based on action through theoretical construction and practical verification.It adheres to the core concept of "people-oriented",strives to study the science of human development,and constantly pursues the road of teacher training for happiness.