Research On The Professional Development Strategies Of New Primary School Teachers Based On The Relationship Between Mentoring And Apprenticeship

With the continuous progress of society and the vigorous development of education,a large of new teachers are needed to strengthen the teaching team.As the backbone of primary and secondary education,the professional demands of new teachers have received universal attention.In the current environment of teachers' professional development,as an effective way to promote the professional development of teachers,mentoring to a large extent has a positive impact on new teachers.But the relationship between teachers and apprentices after pairing directly affects the professional growth of apprentices.For example,the existing mentoring relationship are not harmonious and often bound by agreements,and flows in form.It's hard to promote the professional growth of new teachers.Therefore,it is necessary to enter from the professional development needs of new primary school,by examining the relationship and problems between teachers and apprentices,and analyze the factors affecting the professional development of new teachers through the problems found.And try to put forward strategies on how to build and improve the relationship between teachers and apprentices in order to better help the professional development of new teachers in primary school.The paper consists of six parts:The first part refers to the introduction.The paper mainly introduces the origin,the definition of important concepts,the literature,and the ideas and method of research.The second part sorts out the theoretical basis of teacher-apprenticeship relationship and new teacher professional development.This part mainly starts from the theory of interaction and practice-reflection orientation theory.The third part focuses on how to operate and manage the mentoring of K primary school in practice,and the specific situation of the new teacher's mentoring.It is about the progress of new teacher by the guidance of the instructing teacher.It's reflects in five areas,for example,preparing lessons,beginning class,listening class,evaluating class and arranging homework.It also reflects a series of problems encountered in the mentoring relationship.The fourth part discuss a series of problems existing in the relationship between teachers and apprentices in the process of new teachers' professional development.For example,the guidance of the teacher is limited,the time of mentoring is asynchronous,the difference between teacher and apprentice is obvious,also involuntary choice in the mentoring,the narrow of the teaching content and administration of the mentoring.The corresponding reason analysis is carried out in the later part of the chapter.The fifth part analyzes the influence of the problems existing in the mentoring relationship on the professional development of new teachers,such as the limitations of instructing teacher affects the improvement of professional ability of new teachers;the asynchronism of time arrangement in mentoring affects the educational beliefs of new teachers;the different thinking way between master and apprentice influences the professional attitude of new teachers;the narrow of the teaching content and administration of the mentoring which all influence the new teachers' psychological support.And put forward measures on how to improve mentoring relationship,that is,to focus on theoretical construction and institutional norms at the school level;teachers are willing to teach at the master level;apprentices are willing to learn at the level;masters and apprentices should form a mutual help and learning relationship at the level.