On the Strategy of Post-Professional Development of Primary School Teachers

Fanqin Meng; Xinjian Qu

doi:doi:10.11648/j.ijeedu.20221102.15

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On the Strategy of Post-Professional Development of Primary School Teachers

Fanqin Meng, Xinjian Qu

Published in International Journal of Elementary Education (Volume 11, Issue 2)

Received: 17 May 2022 Accepted: 31 May 2022 Published: 14 June 2022

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Abstract

Elementary education carries the hopes of the country and the nation, and improving the level of post-professionalism of primary school teachers plays a vital role in the reform of elementary education. The theory and practice of post-professional development of primary school teachers mainly focuses on the two basic issues of "what kind of teachers to train" and " what is the quality of the teachers trained". What kind of primary school teachers to train will give different answers in different eras. With the development of the professional process of primary school teachers, the new era puts forward newer and higher requirements for teachers' abilities and qualities. What is the quality of the primary school teachers trained that is a question about the evaluation of the teaching quality of primary school teachers. The special nature of the professionalization of primary school teachers lies in the fact that they are educated to underage primary school students and are in the stage of becoming growth. The post-professional development of primary school teachers and the growth of primary school students have a natural internal logic, and the path of post-professional development of primary school teachers must follow the growth regularity of primary school students, and the growth space of primary school students determines the choice of the path of professional development of primary school teachers after service. Based on the value-added evaluation perspective of student growth. Therefore, this paper constructs a value-added evaluation index system model based on "student-growth", and proposes a strategy for selecting the path of post-professional development of primary school teachers, and in order to provide guidance for the reform of elementary education in the new era.

Published in	International Journal of Elementary Education (Volume 11, Issue 2)
DOI	10.11648/j.ijeedu.20221102.15
Page(s)	50-54
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Primary School Teachers, Professional Development, Primary School Students, Student Growth, Value-Added Evaluation

References

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[2]	Ministry of Education of the People's Republic of China and other five departments. Action Plan for the Revitalization of Teacher Education (2018-2022) [R]. 2018-03-22.
[3]	Central Committee of the Communist Party of China and State Council. China Education Modernization 2035 [R]. 2019-02-23.
[4]	Ministry of education. Opinions on the Implementation of the National Primary and Secondary School Teachers Information Technology Application Ability Improvement Project 2.0 [R], 2019-03-21.
[5]	Bacher-Hicks A, Chin M J, Kane T J, et al. An experimental evaluation of three teacher quality measures: Value-added, classroom observations, and student surveys [J]. Economics of Education Review, 2019, 73: 101919.
[6]	Mirzayeva Sayyora Rustamovna. Psychological features of attitudes of students to their own health in conflict situations. journal of critical reviews. ISSN- 2394-5125 VOL 7, ISSUE 17, 2020. http://www.jcreview.com/?sec=cissue.
[7]	Akramova G. R., Akramova S. R. Developing critical thinking on elementary class pupils is the most important factor for preparing social relationship. JOURNAL OF CRITICAL REVIEWS. ISSN 2394-5125 VOL 7, ISSUE 17, 2020. http://www.jcreview.com/?sec=cissue.
[8]	Ekinci E, Acar F E. Primary School Teachers' Opinions on Professional Development (Professional Development Model Proposal) [J]. Journal of education and Training Studies, 2019, 7 (4): 111-122.
[9]	Nzarirwehi J, Atuhumuze F. In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda [J]. IAFOR Journal of Education, 2019, 7 (1): 19-36.
[10]	Haerani R, Masunah J, Narawati T, et al. Models of Arts Teacher's Professional Development [J]. International Journal of Higher Education, 2020, 9 (6): 77-86.
[11]	Brion C. Learning transfer: The missing linkage to effective professional development [J]. Journal of Cases in Educational Leadership, 2020, 23 (3): 32-47.
[12]	Mukhamadovna T M, Sharipovna H A, Supkhonovna H N. The system of development of professional competence in future primary school teachers [J]. System, 2020, 7 (13): 2020.
[13]	Convention on the Rights of the Child: For every child, every right. https://www.unicef.org/child-rights-convention [2022-5-9].
[14]	John Locke. Some Thoughts Concerning Education [M]. Clarendon Press, 1991.
[15]	Spady, W. Choosing Outcomes of Significance. Educational Leadership. 1994, (51) 6: 18–22.

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APA Style

Fanqin Meng, Xinjian Qu. (2022). On the Strategy of Post-Professional Development of Primary School Teachers. International Journal of Elementary Education, 11(2), 50-54. https://doi.org/10.11648/j.ijeedu.20221102.15

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Fanqin Meng; Xinjian Qu. On the Strategy of Post-Professional Development of Primary School Teachers. Int. J. Elem. Educ. 2022, 11(2), 50-54. doi: 10.11648/j.ijeedu.20221102.15

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AMA Style

Fanqin Meng, Xinjian Qu. On the Strategy of Post-Professional Development of Primary School Teachers. Int J Elem Educ. 2022;11(2):50-54. doi: 10.11648/j.ijeedu.20221102.15

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@article{10.11648/j.ijeedu.20221102.15,
  author = {Fanqin Meng and Xinjian Qu},
  title = {On the Strategy of Post-Professional Development of Primary School Teachers},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {2},
  pages = {50-54},
  doi = {10.11648/j.ijeedu.20221102.15},
  url = {https://doi.org/10.11648/j.ijeedu.20221102.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221102.15},
  abstract = {Elementary education carries the hopes of the country and the nation, and improving the level of post-professionalism of primary school teachers plays a vital role in the reform of elementary education. The theory and practice of post-professional development of primary school teachers mainly focuses on the two basic issues of "what kind of teachers to train" and " what is the quality of the teachers trained". What kind of primary school teachers to train will give different answers in different eras. With the development of the professional process of primary school teachers, the new era puts forward newer and higher requirements for teachers' abilities and qualities. What is the quality of the primary school teachers trained that is a question about the evaluation of the teaching quality of primary school teachers. The special nature of the professionalization of primary school teachers lies in the fact that they are educated to underage primary school students and are in the stage of becoming growth. The post-professional development of primary school teachers and the growth of primary school students have a natural internal logic, and the path of post-professional development of primary school teachers must follow the growth regularity of primary school students, and the growth space of primary school students determines the choice of the path of professional development of primary school teachers after service. Based on the value-added evaluation perspective of student growth. Therefore, this paper constructs a value-added evaluation index system model based on "student-growth", and proposes a strategy for selecting the path of post-professional development of primary school teachers, and in order to provide guidance for the reform of elementary education in the new era.},
 year = {2022}
}

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TY  - JOUR
T1  - On the Strategy of Post-Professional Development of Primary School Teachers
AU  - Fanqin Meng
AU  - Xinjian Qu
Y1  - 2022/06/14
PY  - 2022
N1  - https://doi.org/10.11648/j.ijeedu.20221102.15
DO  - 10.11648/j.ijeedu.20221102.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 50
EP  - 54
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20221102.15
AB  - Elementary education carries the hopes of the country and the nation, and improving the level of post-professionalism of primary school teachers plays a vital role in the reform of elementary education. The theory and practice of post-professional development of primary school teachers mainly focuses on the two basic issues of "what kind of teachers to train" and " what is the quality of the teachers trained". What kind of primary school teachers to train will give different answers in different eras. With the development of the professional process of primary school teachers, the new era puts forward newer and higher requirements for teachers' abilities and qualities. What is the quality of the primary school teachers trained that is a question about the evaluation of the teaching quality of primary school teachers. The special nature of the professionalization of primary school teachers lies in the fact that they are educated to underage primary school students and are in the stage of becoming growth. The post-professional development of primary school teachers and the growth of primary school students have a natural internal logic, and the path of post-professional development of primary school teachers must follow the growth regularity of primary school students, and the growth space of primary school students determines the choice of the path of professional development of primary school teachers after service. Based on the value-added evaluation perspective of student growth. Therefore, this paper constructs a value-added evaluation index system model based on "student-growth", and proposes a strategy for selecting the path of post-professional development of primary school teachers, and in order to provide guidance for the reform of elementary education in the new era.
VL  - 11
IS  - 2
ER  -

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Author Information

Fanqin Meng

Education Science College, Luoyang Normal University, Luoyang, China
Xinjian Qu

Marine Medicine Research Institute, Guangxi University of Chinese Medicine, Nanning, China

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Plain Text BibTeX RIS

APA Style

Fanqin Meng, Xinjian Qu. (2022). On the Strategy of Post-Professional Development of Primary School Teachers. International Journal of Elementary Education, 11(2), 50-54. https://doi.org/10.11648/j.ijeedu.20221102.15

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ACS Style

Fanqin Meng; Xinjian Qu. On the Strategy of Post-Professional Development of Primary School Teachers. Int. J. Elem. Educ. 2022, 11(2), 50-54. doi: 10.11648/j.ijeedu.20221102.15

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AMA Style

Fanqin Meng, Xinjian Qu. On the Strategy of Post-Professional Development of Primary School Teachers. Int J Elem Educ. 2022;11(2):50-54. doi: 10.11648/j.ijeedu.20221102.15

Copy | Download

@article{10.11648/j.ijeedu.20221102.15,
  author = {Fanqin Meng and Xinjian Qu},
  title = {On the Strategy of Post-Professional Development of Primary School Teachers},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {2},
  pages = {50-54},
  doi = {10.11648/j.ijeedu.20221102.15},
  url = {https://doi.org/10.11648/j.ijeedu.20221102.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221102.15},
  abstract = {Elementary education carries the hopes of the country and the nation, and improving the level of post-professionalism of primary school teachers plays a vital role in the reform of elementary education. The theory and practice of post-professional development of primary school teachers mainly focuses on the two basic issues of "what kind of teachers to train" and " what is the quality of the teachers trained". What kind of primary school teachers to train will give different answers in different eras. With the development of the professional process of primary school teachers, the new era puts forward newer and higher requirements for teachers' abilities and qualities. What is the quality of the primary school teachers trained that is a question about the evaluation of the teaching quality of primary school teachers. The special nature of the professionalization of primary school teachers lies in the fact that they are educated to underage primary school students and are in the stage of becoming growth. The post-professional development of primary school teachers and the growth of primary school students have a natural internal logic, and the path of post-professional development of primary school teachers must follow the growth regularity of primary school students, and the growth space of primary school students determines the choice of the path of professional development of primary school teachers after service. Based on the value-added evaluation perspective of student growth. Therefore, this paper constructs a value-added evaluation index system model based on "student-growth", and proposes a strategy for selecting the path of post-professional development of primary school teachers, and in order to provide guidance for the reform of elementary education in the new era.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - On the Strategy of Post-Professional Development of Primary School Teachers
AU  - Fanqin Meng
AU  - Xinjian Qu
Y1  - 2022/06/14
PY  - 2022
N1  - https://doi.org/10.11648/j.ijeedu.20221102.15
DO  - 10.11648/j.ijeedu.20221102.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 50
EP  - 54
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20221102.15
AB  - Elementary education carries the hopes of the country and the nation, and improving the level of post-professionalism of primary school teachers plays a vital role in the reform of elementary education. The theory and practice of post-professional development of primary school teachers mainly focuses on the two basic issues of "what kind of teachers to train" and " what is the quality of the teachers trained". What kind of primary school teachers to train will give different answers in different eras. With the development of the professional process of primary school teachers, the new era puts forward newer and higher requirements for teachers' abilities and qualities. What is the quality of the primary school teachers trained that is a question about the evaluation of the teaching quality of primary school teachers. The special nature of the professionalization of primary school teachers lies in the fact that they are educated to underage primary school students and are in the stage of becoming growth. The post-professional development of primary school teachers and the growth of primary school students have a natural internal logic, and the path of post-professional development of primary school teachers must follow the growth regularity of primary school students, and the growth space of primary school students determines the choice of the path of professional development of primary school teachers after service. Based on the value-added evaluation perspective of student growth. Therefore, this paper constructs a value-added evaluation index system model based on "student-growth", and proposes a strategy for selecting the path of post-professional development of primary school teachers, and in order to provide guidance for the reform of elementary education in the new era.
VL  - 11
IS  - 2
ER  -

Copy | Download