Survey Of The Present Primary School Teacher In-service Training

Primary school teacher in-service training is an important part of TeacherEducation in China. It is also an important guarantee for the source of teachers forbasic education and the improvement of teaching quality. The success or failure ofin-service training plays a decisive role in the development of teacher education, andfurther more a significant role in China·s education development.This dissertation is concluded based on the survey of the questionnaires to151primary school teacher in-service training in Tongchuan City of Shaanxi province,Changsha city of Hunan province and Guangzhou City of Guangdong province.Analysis on the data collected by questionnaire includes the period of primary schoolteacher in-service training; their attitude and willingness; types, levels and ways oftraining; training contents and methods; assessment, feedback and evaluation as wellas insufficiency. The purpose is to understand better the primary school teachers intraining, to find out main insufficiency in practice and propose measures improvingthe training service.The outcomes of the study indicate that the training of primary school teacher hasmade certain achievements in practice: first, Schools pay more close attention toteacher in-service training; second, teachers are more willing to participate in training;and third, the type and level as well as ways of training are diversified.However, based on the investigation and study, there are still insufficiencies tobe improved: first, the sources of funding in-service training for primary schoolteachers is hard to meet the demand; second, the contents of the in-service training aredivorced from reality; third, the feedback of teacher training is still relatively not sopositive; fourth, the motivation of teachers’ participation in training is complex andshows high utilitarianism; and fifth, the in-service training is lack of effectiveincentive mechanism.In conclusion, we propose the corresponding soluble measures: first, moreattention and financial support should be continuously contribute to the in-servicetraining for primary school teachers; second, the establishment of diversifiedin-service training system; third, enhancement of the school-based research; fourth,close attention to the feedback and evaluation of training; fifth, effective change ofthe mode of training and teaching methods in order to improve effectively teachers’ enthusiasm in the training and the quality of training; sixth, some measures should betaken to reduce the regional gap in in-service training level.