"The establishment of the Department of Teacher Education in South China Normal University is the first step in China's teacher education system. This has made a good start for normal colleges to integrate scattered teacher education resources. " According to Gu Mingyuan, member of the National Education Advisory Committee and honorary president of China Education Association, the teacher education department of South China Normal University will do a good job of pre-service and post-service integration in the future. Although it faces many challenges, it has taken a gratifying first step.
Recently, South China Normal University held the unveiling ceremony of the Department of Teacher Education and Guangdong-Hong Kong-Macao Greater Bay Area Institute of Teacher Education and the high-end seminar on teacher education. Participants discussed in depth how to solve the current situation of teachers' scattered educational resources on campus, so as to better make the Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Deepening the Reform of Teachers' Team Construction in the New Era (hereinafter referred to as the Opinions) take root.
How to combine pre-service training and post-service training of teachers?
"The pre-service training and post-service training departments of teacher education in normal universities should have been well integrated, giving full play to the advantages of rich academic resources and rich practical resources." Wang Hong, executive deputy director of the Department of Teacher Education of South China Normal University, found that in some normal universities, the two departments are not connected.
Wang Hong explained that some normal universities only regard pre-service training as their main business and business, and relatively despise post-service training, and regard it as a sideline or even a "vegetable basket" to generate income, without realizing that teacher training has become the "endogenous mission" of normal universities under the new educational development pattern.
"The two departments are independent. The two sides can not only exchange needed goods and share resources, but also often have conflicts." This is a headache for the head of a normal education college. Because the post-service training department needs to deploy subject teachers from the pre-service training department, the pre-service training department often accuses them of interfering with the undergraduate teaching order. The pre-service training department originally needed a large number of principals and teachers in the post-service training department to provide grounding guidance for normal students. However, a small number of pre-service training departments still follow the traditional educational model of theoretical education, and the supply side of teacher training does not match the demand side.
Zhou Bin, dean of the School of Teacher Education of East China Normal University, also found that in some normal universities, teacher training often gives way to teacher training, while teacher training gives way to talent training and talent training gives way to scientific research. According to Zhou Bin's understanding, a few normal universities not only failed to see the feedback of teacher training to the pre-service normal students' training, but even regarded the teacher training department as a dispensable institution.
"It is precisely because of their own struggles and the dispersion of resources that the work of education teachers in some normal universities and comprehensive universities tends to be weakened and marginalized." Gu Mingyuan said with regret that in recent years, some teachers' educational resources have been lost, and teacher education has become a "supporting role" in some normal universities.
"With the acceleration of educational reform caused by variables such as informationization and the evolution of teachers' functions, it is difficult to support teachers' 40-year professional practice only by what they have learned in normal universities, and on-the-job training for teachers is becoming more and more important." Wang Hong believes that teachers' training should be paid more attention to in normal universities, and the urgent task is to set up special institutions to co-ordinate resources.
Hu Qintai, vice-president of South China Normal University and director of the Department of Teacher Education, found that although some normal universities have set up teacher education colleges, it is hoped that the departments can be under the banner of pre-service and post-service integration, but the results are minimal. "If there is a lack of' backbone' in the school's teacher education resources as a whole, many departments will still manage one, and the state of fragmentation will continue."
"The new requirements for teacher education in the new era force normal colleges to integrate teacher education resources and serve new demands." Wang, president of South China Normal University, believes that normal universities should "face the future" and promote the integrated development of pre-service and post-service teacher education.
How to optimize the organization of teacher education?
"We have learned a lot of theoretical knowledge, and both principals and teachers have rich practical experience. By interacting with them, we can better combine theory with practice. " Zhang Tingyun, a Ph.D. student majoring in educational economics and management in South China Normal University, is in grade 20 17. He has contacted many principals and teachers of primary and secondary schools by participating in the "National Training Program" undertaken by the school. In the process of learning from principals and teachers in training, she not only has a deeper understanding of knowledge, but also has the opportunity to apply school management theory to practice. This is just a microcosm of South China Normal University's efforts to integrate pre-service and post-service resources of teacher education and promote the integration of talent training with the help of the Department of Teacher Education.
"One of the important goals of integrating teacher education resources is to promote the integration of pre-service education and post-service education. Normal universities should conscientiously implement the requirements of the Opinions, optimize the teacher education organization, and truly turn the school into a base for training high-quality, professional and innovative teachers. " In Gu Mingyuan's view, normal colleges should be not only the cradle of teachers, but also the gas station for teachers' growth.
Zhu Xudong regards the establishment of a professional, substantial and independent teacher education institution in Normal University as one of the keys to the success of pre-service and post-service integrated teacher education. In his view, if there is no teacher education institution with specialty as organizational logic, according to the growth law of normal students and in-service teachers, the reform will often get twice the result with half the effort.
"The management mode of teacher education' Jiulong Water Control' has caused many normal colleges a headache. Our school hopes to make the teacher education department a leader in school teacher education and end the state of "multiple politics" in teacher education. " Wang said that the teacher education department of South China Normal University integrates teaching, scientific research and management, guides the teacher education of the whole school, coordinates the teacher education resources of the whole school, leads the teacher training from undergraduate to doctoral level, and provides on-the-job training for teachers, principals and administrative cadres in the field of basic education.
In order to improve the professionalism and effectiveness of resource allocation in teacher education department, South China Normal University has explored a modern governance system of "combination of reality and reality". Wang said that the "real" performance is that the teacher education department has administrative power to integrate the school's teacher education resources, such as disciplines, teachers and practice. The "emptiness" is reflected in the fact that the teacher education department has professional authority, develops "navigation" for the internal secondary organizations under the premise of sharing resources and operating independently, and works together to improve the professional quality and academic level of normal students and in-service teachers.
At present, South China Normal University has not included all normal students in the Department of Teacher Education. In addition to master students in teacher education, undergraduates are still in secondary colleges. Wang Hong explained that this can not only prevent the normal education department from affecting the operation efficiency and training quality because of the large number of students, but also enable colleges to actively implement the responsibility of training normal students, equip with a strong teaching team and strengthen the discipline quality of normal students.
Hong Zaoqing, dean of the School of Teacher Education of Huazhong Normal University, analyzed that due to the relatively long history of separation of pre-service training and post-service training departments in some normal universities, the interest pattern is complex, and the restructuring structure involves many departments and the resistance is relatively large. "Building a benign operation mechanism of the teacher education department requires not only the wisdom of teamwork, but also the school leaders who dare to touch' hard bones'."
In order to effectively integrate resources, South China Normal University has equipped a strong and professional leadership team for the Department of Teacher Education. "The teacher education department of our school has a strong' locomotive' traction." Zhu, secretary of the Party Committee of South China Normal University, not only attaches great importance to the development of teacher education, but also strives to be the "flower protector" of the teacher education department of the school together with President Wang, and strongly supports the reform; Hu Qintai, the vice president in charge of teacher education, is also the minister of teacher education; The heads of the Ministry of Education, the graduate department, the Academic Affairs Office, the provincial primary and secondary school teacher development center and other departments also serve as deputy ministers of this department. Under the leadership of the Party Committee, the multi-departmental leadership team of the school has made great efforts to face the "pain point" in the integration of teacher education resources and forged a "sharp weapon" for the integration of teacher education departments.
Feng Xing, deputy secretary and deputy director of the Party Group of the Education Department of Guangdong Province, believes that establishing a new concept, a new model and a new mechanism of the Department of Teacher Education in South China Normal University, strengthening the construction of the whole chain of disciplines and promoting the pre-service and post-service integration of teacher education are the precise echoes and important components of Guangdong's "new normal" strategy.
"South China Normal University took the lead in setting up the Department of Teacher Education and other measures, which highlighted the pioneering and innovative work of teacher education in the school and set an example for the reform practice in the field of teacher education throughout the country." Huang Wei, deputy director of the Teacher Department of the Ministry of Education, said.
How should teacher education develop scientifically?
Master students majoring in teacher development and management in South China Normal University were robbed by many units before graduation, and Alina Zhang, a graduate of 20 18, was "attracted" by two universities in Beijing and Guangdong. Graduates of this major can become "hot cakes". Wang Hong believes that the reason is that South China Normal University has taken the lead in setting up master's degree programs in teacher development and management, focusing on the construction of on-the-job training disciplines and degree programs, and the quality of education is "rising".
"Before and after employment, beautiful flowers of disciplines must be blossomed, and the high employment rate of normal students can naturally occur." In Zhou Bin's view, due to the institutional advantages of the Teacher Education Department of South China Normal University, the pre-service training and post-service training departments of the school are not only organically unified, but also have greater room for independent development. On-the-job training discipline can not only absorb the rich nutrition of pre-job and post-job integration, but also avoid being squeezed by relatively strong pre-job training disciplines. This is the "culture medium" for the germination and growth of teacher education disciplines such as on-the-job training.
"Teacher education discipline is one of the foundations of teacher education department." But Zhu Xudong found that because many normal universities have no teacher education discipline for a long time, the problem of "only education without research" appeared. Zhu Xudong has repeatedly called on the teacher education department to take strengthening the discipline construction of teacher education as the "bull's nose" of development, and guide the discipline of teacher education to shift from focusing on discipline logic to professional development.
Zhou Bin also emphasized that discipline first, practice follow-up and academic guidance are the ways to break through the teacher education, teacher training and academic dilemma. At present, East China Normal University is building a discipline of teacher education from a high starting point to promote the effective translation of the research results of teacher education into practice. Hu Qintai said that on the basis of the existing teacher development and management disciplines, South China Normal University has made great efforts to build a teacher education discipline group, so that the pre-service and post-service integration is rooted in a deep discipline soil.
The "Opinions" clarify that the construction of teachers' education team should be strengthened, and support should be given in terms of professional development, promotion of professional titles and post employment. "This has injected a' cardiotonic agent' into the development of teacher education disciplines and the construction of teachers." Gu Mingyuan said.
At the opening ceremony of the Department of Teacher Education of South China Normal University, 200 famous teachers and principals of primary and secondary schools in Guangdong and Jiangsu were employed as part-time professors as pre-service and post-service training instructors. The school will also establish a "green channel" for leaders of basic education to enter colleges and universities.
Hu Qintai believes that it is the "institutional dividend" released by the Opinions that has released the "tight spell" for the construction of the teaching staff of South China Normal University. The teacher education department of the school is exploring a separate professional title evaluation and employment system for the teacher education team and bringing the teacher training workload into the performance management system. South China Normal University not only strives to build a "green ladder" for their professional growth, but also leads them to upgrade from subject teaching theory teachers to teacher education experts. The teaching content has changed from fragmented subject knowledge to a systematic course of teachers' core literacy ability, which has strengthened training and practice.
"In addition to discipline and team building, the teacher education department should also strengthen academic research, and let the connotation construction run out of' acceleration' through discipline, team and research." Zhu Xudong suggested that normal universities should not only train academic talents for primary and secondary schools and other education departments by training doctoral and master students, but also strengthen their own research on teacher education and policy consultation, so as to provide scientific and professional decision-making reference for the introduction of policies.
"The Ministry of Teacher Education will help our school to build a high-level talent incubator for education and teaching, build a super brain for teacher education, build an academic highland for teacher education in the south, and help Guangdong and the national teacher team building strategy in the new era with stronger talent and intellectual support."