Full-Text Search:
Home|Journal Papers|About CNKI|User Service|FAQ|Contact Us|中文
《Teacher Development Research》 2018-01
Add to Favorite Get Latest Update

Public Elementary School Teacher Training: Problems and Countermeasures Based on the Analysis of China's Elementary Education Quality Monitoring

MU Hong-Hua;Faculty of Education,Beijing Normal University;Department of Mathematical Science,Zibo Normal College;  
According to foreign effective teacher professional development theory,this study analyzes the problems in public elementary school teacher training in the aspects of effectiveness,efficiency,participation,sustainability and popularity based on nationwide representative data from the Chinese National Innovation Center for Assessment( CNICA) of Elementary Education Quality in 2014. Results indicate that the most serious problem in teacher training is that much more attention has been paid to theory than to teaching practice,nearly seventy percent of the teachers think the effectiveness of current training is poor; that more than sixty percent of the teachers believe that the scheduling conflict between training and teaching leads to low participation,and that nearly forty percent of the teachers think that the training lacks cutting-edge knowledge and information and results in the inferior efficiency. Therefore,in order to promote our country public elementary school teacher professional development,this study suggests that the training programmer should be designed in the line with the school location,teachers' education background,teaching subjects and the practical needs in teaching.
【Fund】: 中国基础教育质量监测协同创新中心专项课题区域教育质量健康体检项目的资助
【CateGory Index】: G625.1
Download(CAJ format) Download(PDF format)
CAJViewer7.0 supports all the CNKI file formats; AdobeReader only supports the PDF format.
©2006 Tsinghua Tongfang Knowledge Network Technology Co., Ltd.(Beijing)(TTKN) All rights reserved