? Future educator project
Editor's Note: With the arrival of school and the intergenerational replacement of rural teachers, more and more young normal students have moved to rural education jobs and become a new generation of rural teachers. What kind of working environment does the new generation of rural teachers face in teaching in rural areas? What are the opportunities and challenges? Teaching in rural areas, how to deepen the foundation of education and become an important force to promote rural education reform in China?
Worried:
How to realize professional growth in rural areas?
"What are your concerns about teaching in the countryside?" This question may have been considered by every young college student who chooses rural education.
In the past six years, Teach for China has also asked this question when interviewing more than 1000 rural teacher applicants.
TeachFutureChina (TFC) is a public welfare project established in cooperation with UNESCO International Rural Education Research and Training Center. Their mission is to gather and support outstanding young people to teach in rural areas, improve the educational situation of children in backward areas and vulnerable groups, and promote the fair and healthy development of children's education in China. "Teach for China" found in the interview that many young teachers are still full of worries and fears when facing the reality of returning to schools in counties, towns and rural areas.
"In 2007, six normal colleges under the Ministry of Education enrolled free normal students and sent 1000 graduates back to their hometowns to teach every year. However, less than 20% of young people go to teach in county towns, and even fewer go to township and rural schools. In contact with normal students, we found that their concern about staying in rural areas is not economic factors, but future growth. " Wang Nan, deputy director of education development of Teach for China, told reporters that the fear of the new generation of teachers they investigated for rural areas mostly comes from the following three aspects: First, they "trapped" their majors in rural areas. They are afraid that they are not competitive and will have the opportunity to teach in the city in the future. Because of their limited experience, they can't see the future of their education in rural areas. The second is to worry about being "assimilated". They just graduated and are full of fighting spirit of "change". However, five years later, 10 years later, 20 years later, they are not confident whether they can remain enthusiastic and tireless. Because people are lonely and need companions when they are full of enthusiasm. Third, I am worried that "teaching is not good." Left behind, poor learning foundation, addicted to games, confused and unmotivated, the society is no stranger to these labels of rural children, who are worried that their strength is too weak and their sense of educational efficacy is low.
"We call on young people to go on, stay and teach well. Apart from realistic economic factors, it also requires the society to pay attention to the inner needs of young people." In Wang Nan's view, young people should be persuaded to see that they have the power to have a positive impact on students and local rural education. "Let them feel that they can have learning resources and be able to study in rural areas. Let them see that it is a group of outstanding people fighting side by side with themselves in the countryside. They are a new generation of teachers and promoters of educational reform. They now choose to stay in the countryside to teach, but they have the opportunity and the ability to move. " Wang Nan told reporters that 20 1 1 designed a training program called "Future Educator" for China based on the psychological needs of young teachers.
Every year, "Teach for China" selects graduates from normal universities who have a strong sense of mission in rural education and strong autonomous learning ability to sign up for teaching in rural areas and build a platform for them. Through the financial support of the foundation, we will provide them with platforms and opportunities for training, learning and communication at the initial stage of employment. "We should help them to be better qualified for primary education, strive to break through environmental restrictions, maintain educational enthusiasm, keep learning and enterprising, promote their learning, and grow into the backbone of rural education development in the future." Wang Nan told reporters that among the 72 normal graduates who were recruited to teach in rural areas for the China Teaching and Educating Program on 20 17, more than 50% of the teachers served as class teachers, and at the same time, the number of teachers who also worked in school educational affairs or the Youth League Committee reached14. More than half of the teachers are responsible for teaching at least two courses. At the same time, they actively support students in reading, science and psychology. It not only relieves the tension of rural teachers to a great extent, but also has a positive impact on the development of local education.
Rejoicing:
"Free" normal students enter the era of "public expense"
According to statistics, since 2007, six normal universities directly under the Ministry of Education have implemented free education for normal students. Since then, China has enrolled free normal students10.10,000, with 3 10/0,000 students and 70,000 graduates, 90% of whom teach in primary and secondary schools in central and western provinces. Free normal students have rapidly grown into a new force in rural education with their professional educational practice ability.
But the word "free" invisibly makes them a vulnerable group. 20 1 1 Liang Xiao, a free normal student, told reporters that she always felt sorry for herself because of the word "free", as if she had embarked on the road of education for economic reasons. "At that time, it was a family financial difficulty to apply for free normal students, but I did choose to be a teacher because I liked children." Liang Xiao said that he didn't want to be labeled as "free reading" all the time.
However, a document in the State Council has given more policy support and emotional comfort to more normal students who have rural education feelings like Liang Xiao. From August 2018 10, the Measures for the Implementation of Free Education for Normal University Students Directly under the Ministry of Education (hereinafter referred to as the Measures) approved by the State Council came into effect. At the same time, the Implementation Measures of Free Education for Students in Normal Universities Directly under the Ministry of Education (Trial) issued in 2007 and the Opinions on Perfecting and Promoting Free Education for Students in Normal Universities issued on 20 12 were abolished at the same time, and the "free normal students" were officially upgraded to "publicly funded normal students".
For these normal students with dreams of rural education, there is only one word difference from "free" to "free" in name, but it has brought them more than one word of change. The document improves and perfects the policy of free education for normal students from the aspects of selection and admission, performance teaching, incentive measures and condition guarantee.
"Most young people don't want to teach in rural areas for five to 10 years, let alone all their lives, which is why many people are afraid to teach in rural areas." Wang Nan told reporters that to the delight of normal students, the "Measures" adjusted the length of service of publicly-funded normal students who returned to primary and secondary schools in the province where the students were born from 10 to 6 years, which was beneficial for college students to further plan their lives and have more choices. "The teaching experience of 6 years can just complete the complete teaching cycle of 6 years in primary school, 3 years in junior high school or 3 years in senior high school, which also creates more development space for public-funded normal students and greatly stimulates their work enthusiasm."
The "Measures" announced this time also formulated specific measures for normal students to enter and leave the country at public expense during their school days. "Excellent non-normal students who are interested in teaching and meet the requirements can transfer to the normal major within two years after entering school and sign an agreement. The school will refund tuition and accommodation fees according to relevant standards and reissue cost of living allowance." This gives non-normal college students the opportunity to choose a career as a rural teacher and contribute to rural education.
According to insiders, adjusting "free" to "public" not only enhances the pride of normal students in normal schools, but also enhances their attractiveness in teaching. Moreover, there is a certain policy agreement on public expenses, which requires normal students to assume social responsibilities and obligations after graduation, reflecting the public welfare of normal education, further forming a strong atmosphere of respecting teachers and attaching importance to education, making teachers an enviable profession and attracting more outstanding talents to rural education.
Development:
Bridging the "disconnection" between rural education and specialty
"In township and rural schools, there are few opportunities for teachers to participate in training, and there are even fewer opportunities for new teachers to go out regardless of their qualifications. Some teachers have no chance to go out for training at the grassroots level for three years. "
"The proportion of young college students in rural schools in towns and villages to the total number of school teachers is still very low, especially in some schools where teachers are seriously aging. Young teachers often feel isolated and worry that they will slack off in a comfortable environment. "
"Most college students are not satisfied with the education of pursuing scores. We tend to pay more attention to the development of students' personality and the cultivation of their abilities, while the space in primary schools is relatively narrow. "
"The teaching time in primary schools is very long. From 6 a.m. to 1 1 p.m., teachers, especially class teachers, have little time of their own. Some teachers can finish their work in the student dormitory at 23:00 at night. In addition, the class size is huge, and the workload is also very large. All kinds of routine work such as welcome inspection, data forms and precise poverty alleviation occupy 4/5 of our time, so the time and space for developing our own majors are limited. "
"I came to the front line with a beautiful educational dream, but I was repeatedly blocked in promoting educational reform. Colleagues don't understand, and the headmaster doesn't support it. For example, if you show a movie to a student, the network cable will be cut and the U disk will be smashed; Organizing activities for students will be ordered to stop. It is like seeking the true meaning of education in the cracks of exam-oriented education. "
"Performance pay is partly restricted by the local financial situation, and there is a big gap. Some teachers have a monthly salary of only 2,000 yuan and work more than 12 hours a day. "
……
In 20 15, the rural teachers' support plan was issued, and eight measures were put forward to improve the living conditions of rural teachers, comprehensively improve their ability and quality, and expand supplementary channels for rural teachers, so that rural teachers can "get down, stay and teach well". Although the country has given a lot of support to rural teachers in policy, for many young college students, in the early stage of teaching in rural areas, there are often repeated psychological struggles between ideals and reality.
Adhere to the need for faith and professional development to help the new generation of teachers realize the "splicing" of ideals and reality.
"A grassroots education official in Hunan told me that the first two years of new teachers' teaching are the key time for' cultivating'. If the mold is well formed, it will develop into a better teacher in the future. " Wang Nan told reporters that in the isolated rural environment, teachers must have the awareness and ability of educational research in order to broaden their horizons, open their consciousness and make their brains different, so that they can always teach new things and overcome job burnout.
"Fruits and vegetables in the field, a leaf in the forest, a small stone and a wild flower are all good educational materials." Zhou Jian, after graduating from normal school, taught at gutang Central Primary School in Loudi City, Hunan Province. Facing the realistic environment in rural areas, she tried to use the rich plant materials in rural areas to lead children to experience creative art. In her view, children are actually very creative and creative. If teachers can keep their curiosity and listen to children's voices, they will certainly make good use of the natural advantages of rural areas, lead children to integrate life elements into education, and make rural education colorful.
"In China, 70% of children live in rural areas, of which 16% live in poor rural areas. Therefore, improving rural education is the key link of education in China and even social progress in China. The solution of rural education problems requires not only advanced ideas, but also bottom-up practice and reflection. " Pan Jing, Director-General of Teach for China, told reporters that more than one rural headmaster expressed her demand: "Many knowledge methods seem feasible when studying outside, but they cannot be carried out when returning to their own schools." In her view, this "disconnection" may sometimes be due to the deviation of knowledge mastery, and sometimes it may be that the scenario design of theoretical methods is divorced from the local learning situation in rural areas. However, no matter the disconnection between theory and method practice, young people with thoughts and actions are needed to boost and bridge it.
"Children's growth process needs the companionship and guidance of adult role models. In the current rural education environment, the absence of parents and the flow and loss of teachers make rural children urgently need quality companionship. Accompanying not only means providing care to children in time, but more importantly, paving the way for trust and insight. " Pan Jing told reporters that rural education especially needs a group of capable and caring teachers. The new teacher stage is an important stage of teachers' professional development and professional growth, and teachers at this stage also need support very much. Teaching in China explores the project training mode of "Growth Force Based on Group Motivation". In the first two years, new teachers' professional growth groups are established, and a platform for professional growth resources is built. Through regular centralized training, online learning exchange, study tour, supporting small-scale educational public welfare projects, and peer example encouragement, young teachers are supported to "dare to go on, want to stay and teach well" and help them achieve professional development and self-growth continuously and systematically.
This year, with the full support of Tian Jiabing Education Foundation, the "Teach for China" project set up the "New Generation Teachers in Rural Areas" award for the first time. Through layer-by-layer selection, 15 outstanding young teachers from more than ten provinces in the central and western regions of China won prizes, and each of them received a study and life dream fund of 8,000 yuan in recognition of their outstanding contributions to rural education. It is hoped that through their example, more outstanding talents will be encouraged to teach in rural areas, and the future of rural education will be held up with persistence and responsibility.
From http://www.21tfc.org/content/553.