Research On The Problems And Countermeasures Of The Professional Development Of Non-normal Teachers In Primary And Secondary Schools

Attracting and encouraging outstanding graduates from non-normal majors to join the ranks of primary and secondary school is an important measure taken by the Chinese government to strengthen the construction of the ranks of primary and secondary school teachers,as well as a consistent policy advocated by the Chinese government to develop basic education.At present,China’s non-normal professional teachers in primary and secondary school accounted for a large proportion,more than millions.However,there are still many problems in the professional development of non-normal teachers in primary and secondary schools who are not from non-professional classes and lack of professional training.For example,their professional knowledge is not systematic enough,their professional ability is insufficient,their teacher’s identity is contradictory and deviant,the professional development is not paid enough attention,the professional advantage is not fully played,etc.These problems are not conducive to the professional growth of non-normal teachers in primary and secondary schools,the improvement of the quality of school education,and the construction of a perfect teacher system.At present,there are a lot of research results on teacher professional development in the academic circle,but there are few research on the professional development of non-normal teachers in primary and secondary schools.Teachers of non-normal major in primary and secondary schools have made great contributions to the development of basic education in China.Therefore,it is of great academic value and practical significance to study the problems and countermeasures of professional development of non-normal teachers in primary and secondary schools.Choosing "The education strong city" and "hometown of talents"-Fuzhou city as a case study,considering the typical representativeness of this sample.In Fuzhou city,Jiangxi Province,the number of non-normal professional teachers in primary and secondary schools accounts for about 22% of the city’s teachers.Based on the investigation of the status quo of the professional development of non-normal teachers in primary and secondary schools in Fuzhou,this study puts forward the main problems,analyzes the factors affecting the emergence of the problems,and puts forward the countermeasures to solve the relevant problems.It is expected that the research results can provide reference for the professional development of non-normal teachers in primary and secondary schools and the construction of teachers in primary and secondary schools.This study mainly includes the following five parts:The first part is: introduction.This part mainly introduces the research background,research significance,research status at home and abroad,research ideas and methods.Through this part of the research,we’ll clear the research ideas,determine the research framework,clear research direction.The second part is the definition and theoretical basis of the core concept.First of all,three core concepts of teachers,professional development and teacher professional development are defined.Secondly,the basic theories of this study are elaborated,including: teacher professional development stage theory,Maslow’s self-actualization theory,Cooper’s learning circle theory and human resource allocation theory.The third part is: "Fuzhou primary and secondary school teachers’ professional development status survey".Based on the research on the problems and countermeasures of the professional development of non-normal teachers in primary and secondary schools in Fuzhou,this paper investigated the professional development of non-normal teachers in primary and secondary schools in Fuzhou.This part of the study involves the statistics and analysis of the data of teachers in primary and secondary schools in Fuzhou,the design of the questionnaire,the determination of the survey object,and the assurance of the reliability and validity of the questionnaire.Among them,an anonymous questionnaire on the professional development of primary and secondary school teachers in linchuan district,Dongxiang District,Nanfeng County,Le ’an County and Jinxi County was randomly distributed,and a total of 704 teachers participated in the questionnaire.According to the preliminary judgment of the questionnaire results,the interview outline was prepared,and the non-normal teachers,teachers of teachers major,students,parents,principals,administrative staff of fuzhou Education Bureau and relevant county teaching and research offices were selected to conduct the interview respectively.The fourth part is the main factors affecting the professional development of non-normal teachers in primary and secondary schools.Based on the main problems existing in the professional development of non-normal teachers in primary and secondary schools in the aspects of professionalism,identity,attention to professional development,and the extent of professional advantages,this paper analyzes the causes of the above problems from the perspectives of policies,society,schools and individuals.The fifth part is the main countermeasures to promote the professional development of non-normal teachers in primary and secondary schools.The corresponding countermeasures are put forward from the aspects of policy guarantee,social support,school support,family support and individual subjective efforts.