Research On The Dilemma And Countermeasures Of The Nonprofessional Teachers' Professional Development

With the increasingly sophisticated division of labor in modern society,"professionals do professional things" has become the common pursuit of all walks of life.The teaching work of teachers is no exception.However,in our country's primary and secondary school teachers,there are a considerable number of teachers whose teaching subjects do not match the majors they learned during the pre-service education stage.Even in first-tier cities like Beijing,there are a large number of "teaching not learning" teachers.According to statistics,in 2017 Beijing municipal history,geography and other subjects,"teaching not learning" teachers accounted for14.3%.It is common for me to have such "teach-not-learn" teachers in western cities and rural areas.How did this kind of non-professional teacher groups come into being? What are the teaching advantages and limitations of this non-professional situation,and how to respond and develop in the context of today's education development is the school teacher Important issues that need to be paid attention to in team building.Looking at the development of teacher education in our country,it is not difficult to find that the formation of non-professional teachers is inseparable from the evolution of our country's teacher training system.In the early days of the founding of the People's Republic of China,due to the shortage of teachers,in order to train a large number of teachers in a short period of time,our country's teacher training was based on competence and vigorously promoted the education of secondary normal education in general subject training.At this stage,teachers mainly learned pedagogy and knowledge of primary school subjects.Divide more specific subjects and majors corresponding to specific subjects in primary and secondary schools.Later,with the development of the economy and the increasing demands of the society on the labor force,teacher training began to develop towards professionalism,forming a specialized teacher training system of different levels,such as specialized education and undergraduate education.As a result,teachers have different professions during their pre-service study period,and teachers have gradually developed a professional background.In recent years,with the implementation of the teacher qualification certificate system,non-teacher students are allowed to enter the teaching team,and some non-teacher majors have begun to enter the teaching team.At the same time,basic education schools are still constrained by the number of teachers and subject structure,and some teachers who originally have the expertise in teacher training are also arranged to take on the teaching of non-professional subjects.At present,in our country's elementary and middle school teachers,the proportion of non-professional teachers cannot be ignored.Through in-depth interviews with 16 teachers,it is found that there are two main reasons for the formation of non-professional teachers in the current school: one is that teachers do not have counterpart subjects,prefer the current teaching subjects,and believe that they are current subjects.Easier and other reasons voluntarily choose non-professional;the other is passive nonprofessional due to the shortage of teachers,the imbalance of the teacher team structure,and the lack of teachers' personal educational ability.Based on the in-depth understanding of the teaching practice of teachers,I combed and analyzed the teaching styles of the non-professional teachers,and found that the non-professional teachers have cross-disciplinary knowledge vision and innovative thinking,but also subject professionalism.It is relatively weak,and lacks the grasp and application of the unique teaching methods and learning methods of the subject in teaching practice.Due to the insufficient attention paid to the non-professional teacher group and the lack of attention to the subject professionalism,it was discovered in the research process that the professional development plight of the non-professional teachers can be discussed from both internal and external dimensions,and external support.On the other hand,the lack of appropriateness of teacher training and the insufficient development support of the teaching school.In terms of internal support,non-professional teachers have difficulties such as weak development motivation and low professional identity.The particularity and complexity of the non-professional teacher group determines the diversity of their professional development needs and the long-term nature of the process.Therefore,the countermeasures for the professional development of non-professional teachers should also be based on the development needs of non-professional teachers,and do a good job of top-level design.At the same time,optimize the teacher training system,focus on the integrated training before and after the job,and carry out professional training for the job.At the school level,increase school-based support,jointly build a teacher community,and give full play to the strength of the teacher team.Individual non-professional teachers also need to actively use the resources around them through teaching reflection to strengthen the endogenous motivation for the professional development of non-professional teachers.