Research On The Role Change Of Maker Teachers In Primary And Secondary Schools

With the development of Maker Education,the demand for Maker educators in primary and secondary schools is becoming more and more urgent.To solve the problem of the gap in the number of maker educators,the ministries of education of provinces and municipalities encourage primary and secondary school’s IT teachers,science teachers and other disciplines teachers to take the part-time being the maker educators by issuing documents.Due to the diversity of teachers’ roles in various disciplines,the addition of new roles will inevitably lead to conflicts among some teachers while changing their roles.The effective transformation of primary and secondary school teachers’ roles from subject teachers to maker teachers is not only conducive to the cultivation of innovative talents,but also conducive to ensuring the implementation effect of maker education,which is also the inherent requirement of teachers’ professional development.In order to promote the successful transformation of different roles of primary and secondary schools’ maker teachers,the paper focuses on the role recognition,professional knowledge,professional competence and professionalism after the transformation of teachers’ roles.Through a questionnaire survey of 103 primary and secondary school’s maker teachers in the stage of compulsory education in China,and in-depth interviews with some school maker teachers in order to understand the transformation of roles in China so that we can find the status quo and existing problems of the role transformation of primary school’s maker teachers.The survey finds that the role transformation of maker teachers in primary and secondary schools in China is at the initial stage of transformation,and there are still many role problems,such as inconsistency between professional knowledge and ability,innovation spirit and role identity to be improved,one-sided role recognition and obvious role conflict,prominent role inertia and poor role experience.In view of the above problems in the role transformation of maker teachers in primary and secondary schools,this paper puts forward a series of strategies to promote the role transformation of teachers.Firstly,we should formulate the training courses of Maker Education according to the needs,balance the structure of teachers’ knowledge and ability which includes designing the training courses of Maker Education rationally,internalizing the knowledge of Maker Education,combining the education and training to enhance the ability of Maker Education.Secondly,we should clarify the connotation of the concept of Maker Education and promote the development of the professional spirit of Maker educator,which includes identifying the old and new educational concepts,enhancing the identity of teachers’ roles,changing the concept of Education,and developing teachers’ innovative spirit in many ways.Thirdly,we should improve the management system of Maker educator in primary and secondary schools and rectify their role identification which includes setting up special posts for Maker educator in primary and secondary schools,standardizing the goal of teachers’ role transformation,establishing evaluation criteria for Maker educators’ role and defining the direction of role transformation.Fourthly,we should pay attention to the internal experience of the role of the maker educator in primary and secondary schools,clarify the relationship of role transformation including adjusting the changing mentality in time,optimizing the maker educators’ role experience,correctly handling the role relationship and avoiding role conflicts.Fifthly,we should construct the ecological background of maker education,actively promote maker culture including building regional cooperative network of maker education,opening the environment of teachers ‘role transformation,strengthening the promotion of maker culture and guiding the society to form correct role expectations.Sixthly,we should create a suitable environment for school entrepreneurship education,weaken the inertia of teachers ‘role transformation,and promote the transformation of teachers’ role by providing necessary materials and reasonable incentive mechanism so that to promote the transformation of teacher’s role.