Study On The Identity Of The Special Grade Teacher As A Teacher Educator

In recent years,as “the example of teacher's ethics,the model of education,the expert of teaching and teaching research”,a large number of special-grade teachers in different forms have started to participate in the process of teachers' education to different extent.In the teacher training activities,as “teacher trainers”,the special-grade teachers participated in all levels of primary and secondary school teachers' training,from “national training” to the provincial,municipal to county-level training,the unique characteristics of special-grade teachers as teachers' educators can be all felt.In the group of teachers' educators who train teachers,the special-grade teachers play an important role in guiding the professional development of young teachers and instructing free normal university students and other aspects,which reflects their importance before and after teachers' training.However,in the efforts to enhance the primary and secondary school teachers' professional “academy”,the transformation of university of teachers' education inadvertently neglects the real embodiment of teachers' education-academic “normalization” at the same time.Thus,it is an urgent requirement to develop a high quality teachers' education by clarifying the teacher's identity as a teacher's educator.In this study,the special-grade teachers in Jiangxi Province are taken as research sample.Role cognition,emotional experience,behavioral tendency and ability evaluation are four important dimensions of the identity of teachers' educators.The theoretical framework consists of these four dimensions is an important tool for us to study the identity of special-grade teachers as teachers' educators.The research methods are questionnaire method and interviewing method,it carried out that the identity of the special-grade teacher is on a high level,however,there are still some factors that matter.It analyzes the factors that affect the identity of special-grade teachers as teachers' educators from inside to outside,such as traditional concepts,policies,pressure and emotion.The corresponding recommendations include making the professional standard,establishing the professional community,providing the movable platform,organizing the learning community and encouraging self-study.