A Study On The Relationship Between Academic Background And Career Development Of Primary And Secondary School Teachers

A hundred-year plan,education-oriented;education plan,teacher-oriented.The teacher training system is of great significance to the development of education and the strategy of strengthening the country through talents.Based on the requirements of the professional development of teachers promoted by the international community,China has implemented a series of reforms from teacher education to teacher education at the turn of the century with the teacher qualification system as the starting point.In the context of open teacher education,the academic structure of primary and secondary school teachers presents complexity.Then,will teachers of different educational backgrounds have different career achievements and professional qualities? Before and after the teacher education reform,will the relationship between the teacher's academic background and career development be different? These problems have practical significance for understanding the status of teacher education,understanding the reform measures of teacher education,and exploring the direction of teachers' career development.Based on this,this paper analyzes the basic information of more than 1 million teachers in the basic information database of primary and secondary schools and teachers in H province,and adds supplementary interviews.The relationship between the background of primary and secondary school teachers' academic background and career development is discussed as follows:First,using large sample data,the background of the education background of primary and middle school teachers was sorted out,and it was found that:(1)the level of education of primary and secondary school teachers basically meets the requirements stipulated by the state,and the teachers of normal schools occupy the main body;(2)teachers of different periods the structural status is closely related to the teacher education policy formulated by the country at that time.Secondly,using the large sample data,the relationship between the background of the primary and middle school teachers' academic background and professional achievement is analyzed.It is found that:(1)There is a significant positive correlation between the teacher's teacher major and the bachelor's degree or above and the teacher's professional achievement development.There is no significant negative correlation between the graduation degree and the position of the post,and there is a significant positive correlation with the other three aspects of the teacher's career development.(2)The relationship between the academic background and professional achievement of the primary and secondary school teachers before and after the teacher education reform After the comparison,it is found that the significant level of correlation between the teacher's major and the professional achievement of the teacher is reduced after the reform.After the reform,there is a significant negative correlation between the normal college and the position of the post,and it is irrelevant between the first grade and above.The correlation is enhanced,and the correlation with the backbone certificate and the teacher certificate is reduced.After the reform,there is a significant negative correlation between the undergraduate degree and above and the position,and the correlation with the title is enhanced,and between the backbone certificate and the teacher certificate.The correlation is reduced.Thirdly,through interviews,the professional literacy status of primary and secondary school teachers with different academic backgrounds was investigated.It was found that:(1)New teachers have different performances in terms of educational concept,professional identity,professional knowledge,and teaching practice.Teachers with different academic backgrounds have advantages and disadvantages in their work in education;(2)After-service the development has reduced the difference in academic background.After the practice and practice,as well as various teaching and research activities and training lectures,the differences in professional literacy among teachers with different academic backgrounds are no longer obvious.Fourth,based on the previous data analysis and empirical materials,the background of the academic qualifications of primary and secondary school teachers,the relevance of academic background and career development achievements,the teacher literacy status of different academic backgrounds,and the significance of teacher education reform for the construction of primary and secondary school teachers Etc.The discussion was initiated and recommendations were made for teacher education and teacher development:(1)Emphasizing teacher teachers and continuing to play the main role of teacher education;(2)broadening the training channels,selecting talents for multi-caliber talents,and(3)strengthening After-service training,continue to promote professional development after the teacher.