The Research On The Needs Of New College Faculty's Training In Xinjiang

At the beginning of the work,the new college faculties have some problems such as unclear professional development target,single development path,insignificant effect and great work pressure.The entry training is an important way for its professional growth and quick adaptation to the work of college faculties.The study of new teachers' training needs in colleges and universities is not only the need of training for supply side research,but also one of the ways to solve the professional development problems of new teachers.The purpose of this study is to explore the needs of new college faculties.Based on the review,the definition of "new college faculty" and "training needs" are defined.According to the policy requirements,the training needs are divided into four aspects: education and teaching,academic research,social services and culture guidance.The research object is the new faculty group held by Xinjiang Normal University in 2017,which is the third phase of pre-job training for new college faculty.The questionnaires and interviews are used to collect relevant data and information.According to the results,the average value of the priority needs index is ranked.The most needed training content is the academic research,followed by education and teaching,cultural guidance and social services.And the conclusions showed that there are significant differences within each dimension in the educational level,the subject category and whether it is a normal graduate.The conclusions are as follows: First,based on the OPT model,the needs of teacher training should be analyzed from organization,tasks,and personnel.Second,this study teases out the needs of new teacher training including education,academic research,social services and culture leading.Third,the training needs are sorted out to form questionnaires.It is found that these demands presented a gradient distribution,and the overall distribution characteristics were basically consistent with those of Ferrers' teacher development stage.Fourth,within four dimensions,the demand has a priority degree.Fifth,the average of the demand priority indicators is ranked,and the most needed training content is academic research,which is followed by education,culture,social services,and the conclusion is shown in the academic record.There are significant differences within each dimension of the discipline,the category of discipline,and whether or not graduated from normal schools.According to the conclusions,in order to allow the induction training to give more support to the professional development of new teachers in colleges and universities,the following are recommended: Firstly,education administration departments must strengthen government functions and increase system building.Secondly,the teacher center must design content comprehensively and improve the training system.Thirdly,schools must vigorously cooperate with the work of the Teachers College Center to build a campus environment.