Research On The Professional Qualities Of Local Teacher Trainers ——A Case Study Of The Yangtze River Delta Region

In the history of China's basic education development,there is a team that once played a great role in teaching leadership and professional support,and is still considered to be the fulcrum of basic education reform,their composition was once relatively simple,that is,the teaching and research staff in the teaching and research offices at all levels.But with the development of the times,the teaching and researcher itself gradually institutionalized,the role gradually diversified,functional requirements change,no longer limited to "teaching and research",at this time,the concept of "teaching and research staff" to call this group is likely to cause a broad and narrow concept of conflict.In order to better refer to this team of professional teacher training institutions dedicated to the professional development of teachers,we can call them "local teacher trainers".Based on the consideration of the professional development of local teacher trainers and the enhancement of teacher training effectiveness,this research analyzes the development history of local teacher trainers from a historical perspective and finds that this group has always played the role of expertise leadership for teachers from modern times to the present,and that it is supported by a set of professional quality requirements and expectations regarding the occurrence,flow,renewal,and continuity of expertise.Based on the role and mission of contemporary local teacher trainers,this study constructs a professionalism structure of contemporary local teacher trainers in five dimensions: teacher attitude,practical ability,theoretical knowledge,self-development,and professional identity,and designs a professionalism questionnaire accordingly to conduct an empirical survey of local teacher trainers in Shanghai,Jiangsu,and Anhui in the Yangtze River Delta region.The survey identified some characteristics of the current professionalism of local teacher trainers.(1)professional qualities are generally at a high level,but the development is uneven in all dimensions;the level of teachers' attitudes is generally ideal,and the level of theoretical knowledge and professional identity is significantly lower compared to other dimensions;(2)Local teacher trainers who traditionally come from basic school teacher or administrator positions have a certain professional quality advantage over local teacher trainers who come from other units or from college freshmen;(3)the greatest positive impact of educational advancement on trainers' professional quality is reflected in their practical ability,while there is no significant enhancement of professional quality levels in terms of theoretical knowledge,self-development,and professional identity,and the specific impact varies among different unit levels;(4)the professional quality of trainers from full-time teacher training is relatively weak;(5)The level of trainers' professionalism may be decoupled from their title level.In response to the gap between the "ideal" and "actual" professional quality of local teacher trainers as reflected in the empirical survey,the researcher found,through interviews and literature analysis,that this group is facing the difficulties of poor professional development paths,excessive workloads crowding out independent professional development,and difficulties in translating practice into theory.Therefore,the future improvement of local teacher trainers' professional quality needs to be combined with local realities in terms of institutional construction,training methods,and literacy values,and to fully explore regional characteristics and implement graded and precise measures.Finally,a research summary,discussion and outlook were conducted.