| The quality of teachers is an important link in the high-quality development of education.The professional knowledge and teaching implementation ability of teachers are the key connotations of the quality of the teaching team.Not only does the high-quality development of China’s current education industry require the improvement of the professional development level of teachers,but the professional division of labor in the teacher labor market is also becoming more profound and refined.The teaching work of teachers is increasingly emphasizing "being responsible by professionals".The professional background requirements of primary school subject teachers have become a key consideration for pursuing high standards and high-quality development of basic education in various regions,and an important condition for improving the overall quality of the education talent team.However,in the teaching team of county-level primary schools in China,there is a large number of "non taught" teachers,and this group of teachers’ teaching subjects in primary schools do not match the majors learned in their pre-service education experiences.Especially in primary schools in rural areas,the phenomenon of "Out-of-field Teaching" is more common.The main content of this study is to comprehensively analyze the current situation of the phenomenon of "Out-of-field Teaching" in primary schools at the county level in China,how this group of "teaching not what is learned" teachers emerged,and how this teaching style of "Out-of-field Teaching" has had an impact.This study conducted a questionnaire survey on 47577 primary school teachers in 35 counties of 18 provinces across the country.It found that the incidence of "Out-of-field Teaching" in county primary schools in China was as high as 66.24%,of which the incidence of "Out-of-field Teaching" in county primary schools in central and eastern provinces was significantly lower than that in western regions,and the incidence of "Out-of-field Teaching" in rural primary schools was significantly higher than that in urban areas.The phenomenon of "Out-of-field Teaching" in rural areas deserves special attention.This research conducted in-depth interviews with 15 teachers from different primary schools in different regions who "Out-of-field Teaching",and found that the main reasons for the phenomenon of "Out-of-field Teaching" can be summarized into three categories:First,teachers are influenced by their personal interests or parents’ generation and choose to enter primary schools and become teachers who "Out-of-field Teaching";On the other hand,teachers are assigned by the school principal to disciplines that are inconsistent with their own specialties to carry out "Out-of-field Teaching";On the other hand,the number of teachers in rural areas is insufficient.In order to achieve the goal of "opening all the courses",teachers have to "Out-of-field Teaching".Through in-depth understanding of the teaching practice carried out by teachers who "Out-of-field Teaching",the author combed and analyzed the teaching patterns of teachers who "Out-of-field Teaching",and found that teachers who "Out-of-field Teaching" faced many problems in teaching practice,which also increased the pressure on teachers.In order to explore whether teachers who "Out-of-field Teaching" have an impact on students’ academic performance,this study focuses on the relationship between mathematics teachers who "Out-of-field Teaching" and students’ mathematical academic performance.Through the propensity score matching method,the data obtained from the survey were statistically analyzed,and it was found that students who "Out-of-field Teaching" taught by mathematics teachers had lower mathematical academic performance.The existence of the group of "teachers who teach not what they learn" in county primary schools in China has its particularity and complexity,so suggestions on their future development need to be considered comprehensively from multiple perspectives.Through the diversified teacher training mode,we can solve the problem of providing high-quality teachers for primary schools in rural areas,provide external support and cultivate teachers’ internal motivation for the professional development and improvement of teachers’ professional level,and constantly optimize the allocation of primary school teachers. |
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