Research On Teacher Competence Of Primary School Teacher With Full-time Master Degree

With the rise of the idea of teachers professionalization and the need of improving the quality of teachers,many countries have raised the requirements of education background of primary and secondary school teachers to master's degree.Since the beginning of the 21 st century,the number of primary school teachers with master's degrees in China has been increasing.However,education does not mean professional ability,and teachers' competences often influenced by internal and external factors,and the existing research shows that there are many problems in the professional development of primary school teachers with master's degree.Primary school teachers with master's degrees receive mixed reviews both inside and outside the school.Based on this,this study focuses on the professional competency of full-time primary school teachers with master's degree and studies the following research problem: What are the characteristics of full-time primary school teachers with master's degree? What does the master's study experience of a full-time master's degree primary school teacher mean for his or her professional competence?The study subject of this study is primary school teachers who have obtained a master's degree with full-time study(no formal teaching experience before teaching at the school),and selected 10 primary school teachers with full-time master's degree who from different regions and professions as the subject of this study.Using qualitative research methods,mainly through in-depth interviews to obtain research-related information on teachers' professional competence,supplemented by text analysis to obtain other relevant information.After a thorough analysis of the professional competence of primary school teachers with full-time master's degree,there are the following main findings: firstly,full-time master's degree primary school teachers in professional competence often present several pairs of tension: the tension between theory and practice,the tensionbetween tradition and innovation,the tension between specialization and breadth of knowledge.Among them,the tension between "theory" and "practice" is more profound,and affects the other two pairs of relationships;Secondly,In the teachers' professional competence,These pairs of relationships are not binary opposites,nor is it a matter of what is better or what is worse.The key for full-time master's degree primary school teachers to be better qualified for their profession is not that teachers use their own characteristics to "overwhelm" the school's inherent work characteristics,but that teachers how to make these relationships to achieve a relatively balanced state.Finally,the problems of full-time master's degree primary school teachers are mainly in teaching,classroom management,education research,among them,Teaching is the part of teachers appear more conflicts.This problem is related to the primary and secondary school teacher appraisal system which teachers were judged on pupils progress;Teachers also come up against more problems in class management,and these problems are often more difficult to solve;In terms of education research,although there are differences between research in universities and primary schools,there are fewer conflicts among full-time master degree primary school teachers in educational research.On the contrary,educational research often becomes an important means to solve problem.On the one hand,based on the results of the study,this study combined with the "ALACT" model of teachers' practice reflection,the relevant theory of action research,and the "GST" model of teachers' professional practice improvement,making forward some suggestions on how to improve the professional competence of primary school teachers with master's degree.On the other hand,according to the starting from the experience of some countries and regions,from the school and the national level put forward some Suggestions to improve the teachers' professional development:Improve the quality of the cultivation of master of education;Provide optional pre-service practice for primary school teachers with master's degrees but withoutdisciplinary or professional background;Provide induction education according to the performance of highly educated teachers.