Abstract:

The training of teaching masters in primary and middle schools is an important measure to improve the teacher professional level, and it plays a key role in the balanced development of education. Primary and secondary school teaching masters have noble morality, scientific and systematic understandings of teaching rules, and play a demonstrative leading role. Their professional growth requires both external assistance and introspective self-development. However, at present, there are still problems in the training of teaching masters in primary and secondary schools with utilitarian development goals, disconnected theory and teaching practice, weaker professional development awareness of teachers, lack of systematic professional guidance, and poor awareness of reflective teaching and behavioral transformation. The reason is that the professional development of teaching masters are constrained by multiple factors such as social history and culture, teachers’ self-understanding and identity, and co-construction and sharing of the practice community. Therefore, in the new era, the training of teaching masters in primary and middle schools needs to set a “teacher-based” training setting, construct “demand-based” training content, innovate “multiple participation” training methods, and implement “behavior-oriented” training evaluations. In the future, the primary and secondary school teacher training should realize four changes, namely, the training goal is from “external promotion” to “endogenous”, the training method is from “commonality” to “personality”, the training content is from “reflection” to “construction”, and training value is from “individual excellence” to “group symbiosis”, thereby promoting the improvement of the overall level of primary and secondary school teachers.

Key words: teaching master, teacher professional development, professional leading, self-learning, organizational promotion