A Study On The Training Mode Of Beginning English Teachers In The Shadow Education

Non-government funded education in our country shows diversified trends under the guidance and supervision of national policy.The shadow education also belongs to this category,which plays an auxiliary role in the basic education and secondary education and provides the possibility for students' personalized learning needs.The teaching objectives and teaching contents of the courses carried out by shadow training institutions are similar to those of primary and secondary schools.Therefore,the shadow education can be regarded as an extracurricular teaching activity based on the auxiliary teaching of primary and secondary schools.The direct component of classroom teaching activities consists of teachers and students.Teachers' teaching guidance has an important influence on students' learning effect,so teacher training should be the key work of teaching institution.At present,China's primary and secondary school teacher training has a scientific and systematic organization and implementation.At the same time,the concept of professional development of teachers is widely mentioned in the academic circle.However,with the increasing scale of the shadow education institution,a new teacher group,the shadow education teachers,has also begun to scale up.However,there are relatively few teacher's training for shadow education institutions.In addition,as early as the teacher career transition stage,beginning teachers face identity transformation,facing the transition of the transition from theory to practice.During this period teachers will face many problems,so the beginning teacher training should be the necessary part of teacher's professional development.This study is based on the representative shadow education institution Chongqing new Oriental school,and analyzes its existing teacher training mode.Firstly,the current situation of education at home and abroad was studied by literature analysis.Then,this study adopts the research method to analyze the current training mode.In addition,this study adopts questionnaire survey to collect the feedback form participation of the training program,and questions the students who attended the trained teachers' class for an evaluation on the teachers.Based on the results of the surveys,combined with the theory of participatory curriculum development(PCD)and teacher professional quality structure theory,this study reveals the problems existing in the current training model.Problems mainly embodied in the five elements(training target,training teachers,training organization and implementation,training content,training evaluation)of the mode,indicating a lack of specialized elements which is unable to meet the demand of teachers' professional development.On the basis of the existing training model,based on the theory of PCD and the theory of teacher professional development,this paper puts forward five countermeasures to solve the problems.