Study On The Competence Of Normal University Students From The Perspective Of The Coupling Of Supply And Demand

Pre-service teacher training is a core topic in the field of teacher education policy,practice and research.The cultivation of excellent teachers who can meet the needs of regional education and teaching should return to the realistic level and explore the teacher competence needed to cultivate and develop normal school students.This study follows the ideas of teacher competency structure and elements construction,verification,application,problem inspection and promotion path from the perspective of supply and demand to study and explore the teacher competency of normal school students trained by the supply side.The primary task of this study is to explore the competency factors of teacher recruitment in the demand-side labor market.Through the O*NET job analysis questionnaire and interviews with 22 primary and secondary school teachers,the researcher initially formed the structure and elements of teachers' competence.Next,this study combs the rationality and comprehensiveness of the competency structure and elements constructed by the demand test of teacher training at the national policy level,and conducts three rounds of consultation with 20 experts by Delphi Method.Finally,it constructs the structure and elements of teachers' competence,which is composed of political literacy and professional ethics,professional knowledge,professional skills,self-characteristics,social communication,internal drive.In order to verify the structure and elements of teachers' competence,the researchers conducted two rounds of empirical tests on 500 and 1483 primary and secondary school teachers in Xinjiang respectively.The reliability and validity of the scale have been well verified.Among the 44 competency factors,24 can significantly distinguish between the benchmark group and the identification group,which proves that the teacher competency constructed in this study has good content validity and discriminant validity.Then,a questionnaire on teachers' competency of normal students was developed,and 2143 normal students from the supply side of teacher training were investigated and 20 normal students were interviewed.The factors that affect the teachers' competency of normal school students,such as individual characteristics,identity characteristics,family environment characteristics and.This paper analyzes and compares the willingness to teach,professional cognition and educational practice,and compares the competence of senior normal students and beginning teachers.The survey found that normal school students agree with their own teacher competence.Among the six first-level dimensions of competence,the scores of political literacy and professional ethics are the highest,followed by professional knowledge,professional skills,self-characteristics,internal drive,and the lowest score of social interaction.Among them,the positive correlation between self-trait dimension and competency scale is the highest.The self-evaluation of beginning teachers' competence is higher than that of senior normal students,but there is no difference in competence between them,only in self-confidence and obedience to organizational arrangement.In addition,normal students attach importance to external achievements,while novice teachers attach importance to internal gains.Based on the above findings,the researcher examines the competency of normal school students from the perspective of supply and demand.It is found that both the supply and demand pay too much attention to the apparent competence and despise the implicit characteristics of indifference.At first,pay attention to static knowledge and skills,ignoring the dynamic development and application.The second is to attach importance to explicit knowledge learning and ignore the stimulation of tacit knowledge.Thirdly,the teaching skills are rigid and run through the teachers' after-service development career.In addition,the one-sided superficial recognition of professional role cognition and professional cognition in middle-level competence.In on hand,there is an imbalance between professional identity and moral element identity.The second is the deviation of professional value understanding.Thirdly,the surface of the construction of normal college students' professional role and the superficial professional cognition of teachers.Last but not least,the deep competency problem focuses on the endogenous motivation stagnation caused by professional self-confidence.For example,there is a lack of internal drive and self-confidence,love for teachers' professional identity and awareness of teachers' multiple missions.Based on the perspective of supply-demand coupling,this study puts forward strategic suggestions on how to improve the teachers' competence of normal college students from the perspective of multiple subjects.First of all,the supply-side normal universities construct a talent training system guided by the output of high-quality teachers.It includes paying attention to the continuous closed loop of quality training,the local feelings and educational self-confidence of normal students taking root and dedication,and providing an immersive atmosphere of normal cultural activities.Secondly,there is in-depth cooperation and dialogue between the demand side and multiple subjects by building a cooperative community of teacher education and so on.Finally,the main body of employment under the coupling of supply and demand should actively optimize teachers' competence through self-awakening and reflection.