Is it reasonable for faculty members to be awarded professional titles without attending classes and teaching students?
Why does a teacher get his degree so early without teaching a student a day?
In our country, the teaching profession seems to be a special group of people who are engaged in educational research, but at a young age leave the actual teaching post, leave the school, leave the podium. Their job is mainly to write applications for schools, and occasionally to visit schools, which make up tens of millions of teachers in our country.
Although according to national regulations, non-normal teachers cannot be evaluated for professional titles, as long as they do not attend classes for a day, they can be evaluated for senior professional titles in advance. This makes many people wonder why it is much easier for researchers to evaluate their titles than school teachers. The reason seems simple.
First of all, to qualify as a teacher, it is necessary to obtain several certificates, a large part of which come from the Department of Teaching and Research (TRD). As a member of TRD, it is easier for teachers to obtain a teaching credential. When evaluating the qualifications of teachers, they are often asked to present a certificate of quality teaching competition and a certificate of each subject issued by the TRD department. It is easier for teachers to participate in quality teaching competitions organized by the department and win prizes. In addition, the approval of the teacher's writing project is also determined by the department, and it is easier for the faculty member to obtain the project certificate. As for all kinds of materials, as a lecturer and researcher, it is basically easy to submit. As a result, the chances of a lecturer-fellow earning a variety of master's degrees have increased significantly, and most master's degrees come from the lecture-researcher community.
Secondly, the department is the management body of the school and teachers, and has the right to evaluate the qualifications of teachers, and the decision of the evaluation is the right of the department. Teaching and research departments in various regions organize teacher qualification evaluation every year, including the selection of evaluators. As a staff member of the department, the research professor is familiar with the evaluation process and the reviewers, and the evaluation of professional titles is relatively easy to carry out.
I have observed researchers around the world, and many of them have successfully earned higher degrees. It is easy for professors in some faculties and research departments to earn a higher degree, but it is difficult in school. This phenomenon begs the question of why it is so easy for teachers and researchers to obtain degrees, and so much easier for them than for school teachers.
Teaching and research is a profession that can guide teachers in carrying out education and teaching work, but in fact, teaching and research personnel are not indispensable to ordinary teachers. In the eyes of many teachers, teaching and research staff cannot play a practical role.
First of all, teachers do not need the guidance of a faculty member in the classroom: many teachers who have never received the guidance of a faculty member have performed well in teaching and achieved good results.
Second, teachers are equally capable of preparing for exams, sometimes even more so than faculty members. Now, the main task of teaching and research staff is to prepare for the final exams of the school, but in reality front-line teachers are more than capable of doing the job and may know textbooks and students better than teaching researchers. It's just that the regulations of the Ministry of Education have greatly limited the ability of front-line teachers.
When I see the teachers in the school, many of whom don't even know the faculty members, I can't help but ask, what do the faculty members do?
Finally, I would like to point out that there are considerable shortcomings in our current system of evaluating qualifications. Looking at the number of teachers with high academic qualifications in the country, the proportion of front-line teachers is low and the proportion of senior managers is high, which seems a bit paradoxical. Isn't it a mockery that a group of people who have not actually taught have obtained a high degree so early? Are degrees really for leaders?
Frontline teachers are the hardest working group. If most front-line teachers cannot be rated as highly educated and receive high salaries, it means that the setting of the academic qualification system is extremely unfair and unreasonable, and the existence of academic qualifications is simply a great irony of the education system.
What do others think? Feel free to share.
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