Research On The Professional Development Support System Of Primary School Teachers In Shanghai

The professional development of advanced beginning teachers require not only their own internal motivation and self-support,but also the external environment.After the standardized training of trainee teachers,Shanghai pays close attention to the teachers who have been on the job for two to five years.It is the key period for teachers to form self-teaching concept,master classroom teaching method and understand subject structure.Therefore,to study the characteristics of this group,to provide a platform according to their needs,to provide targeted help,to create a trial support method,is important to improve the professional development level of the whole faculty.This study takes the training system of the advanced beginning teachers in S district of Shanghai as the research object.It mainly adopts literature method,interview method and case analysis method,collecting the current status of the support system for advanced beginning teachers in S area and three schools in the area,and summarize the problems existing in the support system and propose countermeasures and suggestions based on the characteristics of the vocational teacher group.Based on the analysis of research results and relevant theories at home and abroad,questionnaire survey and interview survey were adopted to investigate and study the characteristics of teachers at the beginning of their careers and the current support system,and the following conclusions were drawn:Firstly,the general characteristics of advanced beginning teachers in Shanghai are: higher education,more busy,uneven development and other characteristics.Secondly,the most urgent need of the advanced beginning teachers in Shanghai is to get enough time and resources and increase the cooperation between teachers,and the second is to hope for the policy support and guidance of the municipal district level.Thirdly,in Shanghai,the support system varies from school to school,each with its own strengths and weaknesses,and lacks urban-level guidance and cooperation.And put forward the following countermeasures and suggestions: City-level leadership,providing directional policy support,and establishing a hierarchical training mechanism.District-school cooperation,and creating a joint development platform and formulating a systematic training plan.Advanced beginning teachers themselves,looking for key self-breakthroughs,and applying flexible development measures.