Problems And Methods Of Professional Quality Of Teacher In Voluntary Schools Of Chongqing

In education activities, teachers in elementary and secondary school are not onlytransmitters of knowledge but incubators of students’ spiritual growth. They managestudents’ learning affairs and help improving their studies. In many cases, they are bothlearners and researchers. Considering these roles teachers should playing, ProfessionalQuality of Teacher is urgently required. Professional Quality of Teacher is basic skillsof being a teacher, which gain much impact in quality of teaching. However,Professional Quality of Teacher growths in a certain social context. It costs long-termefforts and remarkably influenced by social attitudes, policy, school environment, andteacher’s own growth requirement. Therefore, the growth progress of ProfessionalQuality of Teacher may be considered to be the progress of teacher professionaldevelopment. Consequently, study Professional Quality of Teacher should makesignificant effects in improving education and teacher professional development.Improving the teaching quality of voluntary school may enhance effectiveness ofeducation for voluntary school is part of fundamental education system. To improvethe teaching quality of voluntary school, teachers with prominent professional qualityare badly-needed. Thus, this paper was based on voluntary schools education contextin Chongqing, first described the conception of Voluntary School Teacher andProfessional Quality of Teacher, and done some analyzing and summarizing withrelated studies. Then, with respecting to the experts’ opinions, came up with aframework which fits to voluntary schools and done investigations around voluntaryschools in Chongqing by making use of this framework. This framework containsself-identity, specific knowledge, professional skills and body-mind diatheses. Finally,to deal with problems of Professional Quality of Teacher in voluntary schools inChongqing, the author came up with methods from government guarantee, schoolcultivate and teachers’ self-development three aspects. As for administrativedepartments of education, they should guarantee teachers’ professional and economicstatus. As for schools, they should offer teachers career training and sophisticatedwelfare. As for teachers themselves, they should change their views, establish their career goals, keep learning and sum up reflections.