Narrative Research On The Professional Development Of Non Normal Teachers

As the foundation of education,teachers play a key role in improving the quality of education and running people's satisfactory education.The party and the state have always attached great importance to the construction of teachers' team.In 2019,Xi Jinping stressed at the national education conference that educators should conscientiously implement the party's line,principles and policies,teach and educate people,and love and respect their work and work,thus making a significant contribution to China's dream of achieving the great rejuvenation of the Chinese nation.Therefore,we should strive to improve teachers' moral quality and professional ability,strengthen the construction of teachers' team,and provide strong support for the development of education in the new era.With the implementation of the unified examination in the primary and secondary school teachers' qualification examination,more and more non normal school graduates have obtained teachers' qualification certificates and entered the teaching team.It is undeniable that the existence of non normal teachers alleviates the shortage of teachers in some areas and ensures the fairness of education.However,non normal teachers have not received systematic training.They lack both theoretical knowledge and practical experience,such as internship or internship.What is their professional development status? In the process of its professional development,what factors affect it? How to promote the professional development of non normal teachers? Therefore,it is necessary to study the professional development of non normal teachers.This paper selects Z teachers as the research object,mainly using narrative research methods,through interviews and observation to explore the professional development process of Z teachers.On the basis of reference to relevant literature,through the collation and analysis of the data obtained,the key factors affecting the professional development of Z teachers are summed up,and the law of professional development of non normal teachers is explored in combination with the professional development story of Z teachers.This paper includes four parts.The first part is the introduction,which mainly includes the research origin,research significance and research methods.Through the collation and analysis of the existing literature,it defines the concepts of "non normal teachers","Educational narrative" and "teachers' professional development",and analyzes the research status of non normal teachers,teachers' professionaldevelopment and factors affecting teachers' professional development.The second part goes into the narrative scene.Determine the research object,restore the professional development story of teacher Z through interview and observation,and clarify the key events in the process of professional development.The third part analyzes the factors that affect the professional development of Z teachers,starting from two aspects of internal factors and external factors.Among them,external factors include policies and schools,and internal factors mainly refer to individual Z teachers.The fourth part is enlightenment.Combined with Z teacher's professional development story,we can draw inspiration from the three aspects of society,school and teachers to better promote the professional development of non normal teachers.