Research On The Replacement Training Of Primary And Secondary School Teachers Under The "GUS" Mechanism

Under the background of the reform and development of teachers’ Education in the new era,primary and middle school teachers must strengthen post vocational training to improve teachers’ quality,professional quality so as to realize the continuous development of teachers’ profession.Practicing the "replacement training" post vocational education model,promoting the return of first line teachers to teachers’ colleges,making them continue to "charge",and combining with the "post internship" model of students of teacher’s school,it is beneficial to promote the continuous development of the teachers’ professional skills and improve the vocational skills of teachers,and realize the "one stone,two birds".At present,"post practice" is out of step with replacement training,and the integration mechanism of pre-service training and post employment training is lack.The construction of the cooperative training mode of the local government(G)as the leading,the U and the primary and middle school(S)is the way for the integration of teachers’ education in the new period.This study is based on the theoretical basis of lifelong education,teacher development,collaborative innovation and teacher education integration.In order to strengthen the construction of teachers and teachers’ training related documents in primary and secondary schools as the policy basis,and closely combine the typical cases of "GUS" mechanism in China.The "GUS" mechanism for primary and secondary school teachers’ replacement training is deeply studied and to explore the construction and implementation of the system.In this study,a case of teacher education innovation experimentation area,which was built by Minnan Normal University and local government(county education administrative department)and primary and secondary schools,was selected to investigate the status of primary and secondary school teachers’ participation in replacement training in A and B two county.First of all,we use the questionnaire survey method to understand the problems and puzzles of the teachers’ participation in the training from the four parts of the teacher’s basic situation,the training status,the training needs and the training proposals.Secondly,the innovation experimentation area,the principal of primary and secondary school,the head of the teachers’ school and the individual teachers are interviewed,and the primary and middle schools in the creative experimentation area are found at present.In the process of the implementation of the teacher’s participation in the replacement training,the training content does not conform to the actual needs of the teacher’s teaching,the guarantee system is not perfect,the feedback of the training effect evaluation is lack,and the improvement and reflection on the replacement training are not given,and then the five dimensions of "Education Department","the Higher Teachers College","primary and middle school" and "teacher and student" and "normal student" are used to analyze the above problems.In the end,specific suggestions are put forward from five aspects,namely,local government coordination,promotion of higher normal colleges and universities,assessment and encouragement of primary and secondary schools,teachers’ independent development and teachers’ professional development community attached to teachers’ apprenticeship,and the concrete suggestions on promoting the teacher education management mode under the "GUS" mechanism and promoting the quality of teacher replacement training.The professional development of teachers group for training improves the quality of teachers’ post service education.