The county-level teacher development institution is a basic public education service institution serving the professional development of local teachers, and is an important part of the teacher professional development support service system, which is of great practical significance for the construction of a regional high-quality teacher team.
In 2018, the Communist Party of China issued the "Opinions on Comprehensively Deepening the Reform of the Construction and Reform of the Teacher Team in the New Era", which clearly pointed out that in order to comprehensively improve the quality of primary and secondary school teachers and build a high-quality and professional teacher team, we should rely on existing resources and combine with the actual conditions of various places to gradually promote the construction and reform of county-level teacher development institutions, and realize the organic integration of training, teaching and research, audio-visual education, and scientific research departments. In 2022, the "Plan for Strengthening Teachers in Basic Education in the New Era" emphasized that "promote the construction and improvement of the teacher development institution system within the province, and build and strengthen the county-level teacher development institutions and the team of trainers and teaching and researchers". In the past, the professional development of teachers in the service area was responsible for different functional departments and scattered among different institutions, but now county-level teacher development institutions can realize the integration of multiple functions of different functional institutions by integrating functions and resources. In the new era, in order to better serve the professional development of regional teachers and carry out high-level local teacher education practice activities, it is urgent for county-level teacher development institutions to take the initiative to call and actively promote and give full play to the integration function of county-level teacher development institutions. From this point of view, the construction of integrated county-level teacher development institutions is an inherent requirement for serving the high-quality development of basic education, and it is also the trend of the times.
What is it: Coordinate regional educational resources and institutional functions
The Action Plan for the Revitalization of Teacher Education (2018-2022) points out that in order to carry out the construction of high-level teacher education bases, it is necessary to "promote the integration of the functions and resources of teacher training institutions, teaching and research departments, teaching and research institutes (rooms), and audio-visual education centers under the guidance of high-quality city and county teacher development institutions, and streamline and unify them."
1. The principle of effectiveness is to build a city and county teacher development institution that integrates research and training". It can be said that the integration function of county-level teacher development institutions is to integrate teacher training, teaching research, educational scientific research and educational informatization construction, etc., to form a joint force to jointly commit to the individual growth and progress of teachers, and its essence is to focus on the basic public education service benefits inherent in teacher development institutions and the subjective satisfaction of teacher growth and development.
Specifically, the integrated county-level teacher development institutions mainly focus on training, teaching and research, scientific research and education informatization, so as to better play the basic public education service functions of the entities.
The first is teacher training. Teacher training is an important part of the teacher education system and the main path for teachers to achieve professional development. In addition to the traditional teacher and cadre training, the teacher training function of county-level teacher development institutions also includes the responsibilities of quality management, monitoring and evaluation of teachers. In practice, the county-level teacher development agency is responsible for coordinating teacher training, and at the same time, it will expand the training subject and enhance the training force. Teacher training will not only be based on teacher training schools, but also include famous teachers' studios, and will also select high-quality schools in the county as teacher professional development schools, and schools will help schools.
The second is teaching and research. Most of its responsible institutions are teaching and research departments, of which the state stipulates that full-time teaching and research personnel in all disciplines should be allocated in accordance with the national curriculum plan, and full-time teaching and research personnel in all disciplines should be allocated in different sections where conditions permit. Faculty members are the main body responsible for teaching and research, and they are an important bridge between teaching theory and practice, and are generally called "subject teaching experts". The teaching and research functions of county-level teacher development institutions vertically link the educational administrative departments and grassroots schools, and convey the real status quo of higher-level policies and grassroots schools.
The third is educational and scientific research. Engaging in educational scientific research is one of the important functions of county-level teacher development institutions, and attaching importance to scientific research is of great value for teachers' teaching reform, horizon expansion, theoretical summary and professional development. The integration of educational scientific research into the function of county-level teacher development institutions, on the one hand, is to focus on more prominent practical problems, facilitate the overall planning of research forces, give full play to the support, guidance and leading role of scientific research, and gather the wisdom of all people to serve the decision-making and management of educational administrative departments; On the other hand, it is necessary to guide teachers to engage in scientific research, improve teachers' scientific research ability, and then improve their education and teaching ability, update their educational concepts, and improve their theoretical level and practical ability.
Fourth, the construction of educational informatization. At present, digitalization has penetrated into the field of education, and digital education has become a key consideration factor in education reform and development. The construction of educational informatization also plays an important role in the sharing of high-quality educational resources, demonstration courses by famous teachers, systematic training and teaching and research. Educational practices, including teacher training, scientific research, and teaching and research, are also increasingly in need of information technology.
In short, the county-level teacher development institutions that integrate training, teaching and research, scientific research and educational informatization can follow the ..."Streamlined and unified.
1. Efficiency"Principles to build a teacher professional development organization, better unify regional educational resources and functions, and work together to develop teachers' professional development.
What is: strengthen overall planning, establish standards, improve quality, and promote openness
Building a strong integrated county-level teacher development institution is an important part of building a county-level teacher high-quality development support service system, which provides strong support for the local government to improve the professional level and teaching quality of teachers.
Strengthen the overall planning at all levels, from the province to the county to lead the area. All levels should pay attention to the construction of teacher development institutions, coordinate the design of functions and optimize the allocation of educational resources, provide guarantees in system construction, organizational structure, funding and staffing, and provide development opportunities and space for teacher development institutions in the region. In terms of longitudinal design, from the provincial to the municipal to the county-level teacher development institutions, priority should be given to the use of pilot construction, and gradually promoted, so as to reduce the risk of trial and error at the county level. The provincial and municipal levels have strong overall planning, scientific working mechanisms, abundant educational resources, and smooth institutional integration, which are conducive to accumulating better experience in promoting institutional construction.
Accelerate the formulation of standards for institution-building and promote institutional capacity-building. As an entity organization, the county-level teacher development institution concentrates the functions and responsibilities of different functional departments into the same organization, which requires scientific institutional construction standards, reasonable coordination of personnel, funds and assets, strengthening contact with the outside world, and establishing a smooth institutional operation and working mechanism. To this end, the development of construction standards for county-level teacher development institutions should be led by relevant provincial and municipal departments, and the construction standards for institutions should be introduced at different levels and categories, and top-level design, system guarantees, and financial investment should be done to improve the post-service teacher education system. The county-level level is responsible for specific implementation and enforcement, effectively promoting the optimization and upgrading of the functions of teacher development institutions, promoting the improvement of the employment mechanism and the rational allocation of personnel, and ensuring that the investment in education funds is sufficient, the coordination of departments is smooth, and the functions are well played.
Pay attention to the construction of the personnel team of the institution and improve the service level of the institution. The high quality level, reasonable structure and strong ability of the personnel of the teacher development institution are the internal guarantee for improving the service level of the institution. In order to strengthen the construction of the personnel team of teacher development institutions, the county level should be responsible for the overall staffing, and the functional departments of the institutions should be equipped with full-time personnel according to needs and functions, and enrich the appropriate part-time personnel into the team according to the actual situation, so as to focus on full-time and flexibly introduce part-time experts. Personnel from different departments of the institution should be trained in different categories and in a targeted manner to enhance their own training capabilities, teaching and research capabilities, scientific research levels, and information construction capabilities. Strengthen the capacity building and service level of the institution itself, especially pay attention to optimizing the age structure, educational structure, professional title structure and gender structure of the institution's personnel, enhance the vitality of the institution's personnel, meet the development needs of the main body, and build an institutional management team with superb professional ability, first-class service level and excellent professional quality.
Maintain the openness of the organization and actively seek external support. To build a strong county-level teacher development institution, in addition to focusing on its own capacity building, optimizing its functions and improving its service level, it should also be good at enhancing the communication and cooperation ability between the institution and external organizations, and embrace the support of external social forces with an open attitude. First of all, strengthen exchanges between institutions of the same category, learn from each other's experience in working mechanisms, management systems, capacity improvement, etc., and learn from each other's strengths. Second, we should actively strive for the support of local colleges and universities, high-level universities and scientific research institutes outside the region, keep close contact with scientific research units and organizations, invite experts in training, disciplines and information technology to institutions for guidance, and carry out various forms of school-running, exchanges and cooperation. Thirdly, through the collaborative construction and cooperation with local famous principals and famous teachers' studios, we will absorb outstanding principals and teachers in the front line of educational practice as part-time personnel of the institution, and make use of their distance advantages and information advantages to achieve complementary advantages and resource sharing. Finally, we should actively strengthen ties with grassroots schools, establish teacher professional development schools, give full play to the exemplary and radiating role of high-quality schools, and seek synergies to help county teacher training and research.
This article is the result of the 2022 Special Fund for Educational Reform and Experimentation of the Chinese Academy of Education Sciences, project number: GYh12022004).
China Teacher Daily, 13th edition, January 31, 2024
Author: Zhong Mi Ling.