Research On The Growth Of Middle Vocational Teachers From The Perspective Of Life Course Theory

Secondary vocational education is an important part of vocational education in China,and whose quality depends on the team of high-quality,high-level teaching faculty.Master teachers are the leaders of professional development in the teacher community.Studying their growth process is of great significance to the improvement of the quality of vocational education teachers.Qilu master teachers is an advanced representative of teachers in secondary vocational schools in Shandong Province.Their growth has a certain regularity,at the same time,with strong individualized characteristics.The life course of each teacher's growth is the unity of generality and particularity.Studying their rich and unique growth process has important reference value for optimizing the construction of teaching faculty in secondary vocational schools and helping other young teachers to grow.To this end,five teachers of secondary vocational schools awarded the title of “Qilu Master Teacher” was selected to explore their growth process through interviews,and it is hoped that we can draw lessons from it for other teachers in secondary vocational schools.This paper mainly includes six parts and the introduction part is the proposal of topic.It mainly elaborated the reasons for choosing the topic,research significance and research methods of the topic,summarized the relevant research on the growth of teachers and teachers in vocational schools,and defines the concepts of secondary vocational schools,master teachers in secondary vocational schools,and the growth of master teachers.The second part is the analysis of the theoretical perspective and framework of the research.It mainly analyzed the life course theory and its relevance to the research of this topic.The third part is the survey results and analysis.Based on the perspective and framework of life course theory,in-depth interviews with five Qilu master teachers were conducted to collect information about their growth.Emphasis was laid on the space-time background,timing,key figures,and individual subjective initiative that affecting their growth.According to their growth stages,interpreted their life course and presented their growth trajectory image in an all-round and real way.The fourth part is a comparative analysis of the commonality and individuality of the master teachers' individual growth.Based on the case description of the five Qilu master teachers and the four principles of life course theory,the commonality and individuality of their growth was compared and summarized.The fifth part was a comprehensive analysis of the factors affecting the growth of master teachers.Through the overall analysis of the life course of the five Qilu master teachers,it was believed that the main factors affecting their growth are individual factors and environmental factors.The individual factors including individual learning experience,professional beliefs,personality characteristics,teaching skills.The environmental factors including family,job and society.The sixth part is the revelation and suggestions.According to the commonality of the growth of five master vocational teachers and the factors affecting their growth,the strategies for the growth of secondary vocational school teachers were proposed from four aspects: individual,vocational school,society and country.