Action Research On The Professional Growth Of Beginning Teachers In Primary Schools Under The Teacher-apprentice Model

Teachers' professional development has a long way to go and is a hot issue that the education field continues to pay attention to.For new teachers,apprenticeship is one of the ways that has an important impact on their professional growth.Beginning teachers are in the period of career adaptation.They do not have a clear positioning and planning for their careers,and they also encounter many problems."Excellent masters" can point the way for beginning teachers,impart teaching experience,and promote their professional growth.The mentoring system is conducive to the creation of harmonious and mutually supportive teachers' groups and enables the continuous development of the entire teacher team in China.This research is based on the summary of the domestic and foreign apprenticeship,beginning teachers and the effect of the apprenticeship on the professional growth of beginning teachers,based on practical exploration,using the action research paradigm,taking the PDCA cycle as the cornerstone,and taking cases in the research process.The research and narrative research methods are supplemented by analysis and discussion to discuss the solution to the professional growth problems of primary teachers in primary schools.As a beginning teacher,the author is both a researcher,an experienced person and a participant.Through the self-narration of personal work experience,it mainly examines andanalyzes the professional growth process of teachers under the apprenticeship mode from four aspects: education belief,teaching professional knowledge,teaching professional ability and teaching management.Through the summary of the case,this paper reflects on the impact of the apprenticeship on the beginning teacher and the action research of the beginning teacher,and finally puts forward suggestions for the beginning teacher or the operation of the apprenticeship: enhance the self-development awareness of the initial teacher;the beginning teacher treats the first adaptation with a correct attitude to strengthen the ability to adapt to the needs of the period;establish a long-term cooperative practice community,which includes a practice community for interns at school,a learning community for disciples,and a community for subject teaching and research,striving to answer questions for each teacher and bring into play the benefits of the community;establish an evaluation mechanism adapted to the apprenticeship system to promote the mutual understanding of the teacher and apprentice.