Design Of The Structure Of Teachers’ Professional Competence In Private Nonacademic Education Institution

Since the emergence of training enterprises focusing on English training in the 1990s,various kinds of exam-oriented training can be seen everywhere now.While the non-academic education institutions run by the private sectors grow brutally,many problems are brought about.In particular,teachers lack of qualification constraints,the level of teaching is uneven.Difference between teachers in public schools and in private non-academic education institutions have caught less attention and different opinions on their professional abilities.The professional competence of teachers in nonacademic education has a great influence on the quality of extracurricular tutoring.The precondition of the study on the development of nonacademic education teachers’ competence is to clarify the framework of teacher’s professional ability.However,there are different opinions on the ideal structure in academic fields.As the commonness of "good teaching",this research was carried out on the basis of"tructured teachers’ teaching abilities.A relatively systematic and professional competence composition of the teachers working in extra-curricular tutoring institutions was extracted from the views obtained from the deep interview of 11 tutoring teachers.In addition,a questionnaire survey was conducted among 64 subject teachers in primary and secondary extra-curricular tutoring institutions in N city.Likert 5-point scale was used to analyze the importance of each element of teachers’ professional competence.According to the various-aged teachers’ different views on tutoring the structure of professional competence,some specific suggestions on the development of teachers’ professional competence in tutoring institutions were put forward.The research conclusions of this paper are as follows:In the perspective of teachers,the professional competence of teachers in primary and secondary extracurricular counselling organization institutions is mainly composed of three levels,which are based on basic cognitive ability and centered on four special abilities,namely,educational and teaching ability,communication ability,scientific research innovation ability and service ability.The special abilities of each dimension are subdivided into different ability elements,with a total of 11 items.First of all,basic abilities include observation,attention,memory,thinking and so on.Second.The education teaching ability includes systematic knowledge and specialized skill;diagnosing and planning of students’ learning situation;knowing the students’ individual ability and the learning area that can be achieved;integrating and summarizing the textbook;choosing appropriate teaching methods to carry out teaching.Thirdly,self-development ability includes that teachers should make reasonable career planning according to their own situation and learn from the others ’experience.Fourth,the ability of scientific research and innovation includes that teachers actively carry out educational research,explore new methods in educational practice.Fifth,service ability includes strengthening effective communication with parents and students and improving teaching service according to feedback.Secondly,teachers in different age groups hold different views on professional competence structure.On the whole,teachers of extracurricular counselling organization generally value teaching ability the most(4.49).Service ability(4.43),scientific research innovation(4.37)and self-development ability(4.33)follows.In terms of specific age groups,the novice teachers under the age of 25 believe that service ability is the most important.Middle-aged teachers aged 25 to 35 believe that teaching ability is the most important and self-development is the last.Senior tutors aged over 36 attach more importance to service ability and self-development ability.Once more,according to the differences of teachers’ perceptions on professional ability structure,this research puts forward some professional development advice on extracurricular tutors.For those novice teachers who are weak in teaching should accumulate the systematic teaching knowledge,learning teaching methods and skills,strengthening the diagnosing and planning ability,summarizing the textbook and strengthening educational practice.Middle-aged teachers should set a reasonable career development plan,learn from others’experience of excellent teachers.Senior tutors should pay more attention to the ability of scientific research and innovation.Finally,the professional competence structure of Tutoring teachers in obtained from the survey of 64 teachers in primary and secondary extracurricular counselling organization in N city is more targeted than the existing teachers’ competence structure,which is also in line with the actual teachers’ professional activities,and has significance for the development of professional competence of teachers in counseling institutions of primary and secondary schools.