Research On Family’s Demand For Private Tutors’ Professional Competence ——A Case Study Of S City

In the context of the market economic system and the rapid development of our country’s economy,the marketization of education continues to deepen.Therefore,shadow education has an important opportunity for survival and development.The rapid expansion of private tutoring has led to a disorderly market,one of which is the uneven quality of teachers.Private tutors are not only the guarantee for the survival and development of tutoring companies,but also an important part of teachers in our country.The professional competences of shadow education teachers can also provide reference for school teachers.Therefore,the professional competences of private tutors to be clarified.In addition,Family is the main demand side of shadow education,focusing on the demand side conforms to the private nature of shadow education.It helps families choose private tutors rationally and prudently.This research takes the professional competences of private tutors as the theme,focuses on the demand of families for the professional competences of private tutors.There are two main research questions.Firstly,what is the family’s demand for the professional competences of private tutors? How does the demand change? How satisfied is it? Secondly,what are the factors that influence the family’s demand?What is its influence mechanism? In order to answer the above question,this research selects the demand theory from the perspective of economics and the teacher professional development theory from the perspective of pedagogy as the analysis frame.This research follows the qualitative research paradigm,adopting qualitative research methods such as observation,interview,and text analysis.Through in-depth interviews with 25 students and parents from 20 families,supplemented by other research materials,the family’s demand for private tutors’ professional competences and the factors influencing their demand are presented.The findings of this study mainly exist in four aspects.Diversity shows that families’ demands for tutors’ professional qualities have multiple representations in four dimensions.The difference is reflected in the difference of family’s demand for the professional quality of shadow education teachers in different grades,remedial subjects and remedial types.Secondly,the family’s demand for the professional quality of shadow education teachers is unbalanced in content and structure.The content unbalance includes: educational demand and social demand unbalance;Demand in the professional quality of the internal dimensions of the imbalance.The structural imbalance includes: the deep professional belief demand can not completely control the professional quality demand of other dimensions;Professional emotional needs are separated from knowledge and ability needs.Thirdly,there are differences between tutor and school teachers in theoretical construction and national policy texts.The difference between families’ demand for shadow education teachers’ professional quality and that of school teachers from the theoretical and policy dimensions is mainly reflected in the lack and alienation of some professional knowledge,professional ability and professional belief needs.Fourthly,the education system and individual factors jointly influence the family’s demand for the professional quality of shadow education teachers.Individual factors and education system factors are the main factors affecting demand.Different levels of factors act on the side of individual demand,which continues to affect the family’s demand for tutor professional quality.The difference between families’ demand for shadow education teachers’ professional quality and that of school teachers from the theoretical and policy dimensions is mainly reflected in the lack and alienation of some professional knowledge,professional ability and professional belief needs.Based on this,this study puts forward suggestions for improvement and development from the government,off-campus training institutions and families,focusing on the above findings and based on the professional development of school teachers and shadow education teachers themselves.Specifically,which includes:firstly,the government formulates shadow education teacher quality evaluation standards;Manage the abnormal shaping of shadow education teachers by out of school training institutions;Actively resolve family education anxiety.Secondly,after-school training institutions focus on the professionalism of shadow education teachers.Under the background of "double reduction",institutional transformation also attaches importance to the transformation of professional quality of institutional teachers.Third,families should establish a correct concept of private tutoring,make clear their own requirements for the professional qualities of shadow education teachers,enhance their ability to identify the professional qualities of tutor,and make full use of the professional qualities of shadow education teachers’ social needs.