The relationship between the formation and development of teachers' professional competence and the continuing education of young teachers

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The relationship between the formation and development of teachers' professional competence and the continuing education of young teachers

Liu Shuhui¹, Cui Ziqiang², Romanova А.М.³

Abstract: this paper analyzes the main components of teachers' professional competence and the importance of continuing education and training for young teachers. The purpose is to further improve the quality of talents in the field of education and promote the healthy development of education on the basis of strengthening the comprehensive understanding of teachers' professional competence.

Keywords: teacher professional competence, educational expertise, educational professional competence; educational professionalism, young teachers, continuing education, teacher professional development.

ВЗАИМОСВЯЗЬ ФОРМИРОВАНИЯ И РАЗВИТИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ ПЕДАГОГОВ И НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ МОЛОДЫХ ПЕДАГОГОВ

Лю Шухуэй¹, Цуй Цзыцян², Романова А.М.³

Аннотация: в данной статье анализируются основные компоненты профессиональной компетентности учителей и важность непрерывного образования и подготовки молодых учителей. Цель - дальнейшее повышение качества талантов в области образования и содействие здоровому развитию образования на основе укрепления комплексного понимания профессиональной компетентности учителей. professional competence teacher education

Ключевые слова: профессиональная компетентность учителя, педагогическая экспертиза, педагогическая профессиональная компетентность, педагогический профессионализм, молодые учителя, непрерывное образование, повышение квалификации учителей.

An excellent teacher needs to have highly professional teacher competence, which is an important force in promoting teacher professionalism and is an indispensable element of teaching competence. Teachers' professional competence can be expressed in the professional activities that teachers engage in, and has an important relationship with the effect of teaching professional activities and the improvement of teaching quality. As the main force of college education, young teachers play an important role in the teaching process of colleges and universities, and the participation of young teachers in continuing education can strongly promote the progress of education and improve the level of talent cultivation in colleges and universities. However, there are still many problems in the continuing education of young teachers. In response to this situation, universities should recognize the importance of continuing education and formulate corresponding development countermeasures to provide direction for the development of higher education.

Continuing education refers to the educational activities of those who have already received higher education to carry out post-service education and improve their comprehensive level. Teachers are responsible for the development of higher education and play an important role in the cultivation of talents. And young teachers, as the main force of education development, represent the development direction of education. In today's society, the development of the economy has put forward higher requirements for education. In this environment, the only way to promote the development of education is to improve the comprehensive level of the majority of young teachers; therefore, it is especially important to provide continuing education for young teachers to promote their professional competence [1].

Educational expertise

Educational expertise is primarily the practical knowledge that teachers use in the educational process. Educational expertise uses knowledge as the basis and is elaborated by teachers, and educational expertise is mainly reflected through the educational process. As a kind of explicit knowledge, educational expertise is distinctly different from the "latent knowledge" that is unconsciously formed in the education process. Educational expertise consists of two main aspects, namely, "what to teach" and "how to teach. What to teach" means that a teacher, as an educator, must know what to teach. Education is an effective way to transfer knowledge to students and promote their physical and mental development, and is a highly specialized job. As a teacher, you must first master a certain amount of "subject knowledge", "subject knowledge" is "curriculum knowledge", teachers should have a good understanding of the national curriculum concept, curriculum objectives, curriculum The teacher should have an understanding of the national curriculum philosophy, curriculum objectives, curriculum content, and curriculum design ideas. Teachers should also be able to strengthen their ability to integrate knowledge according to the development characteristics of the educational field, which means that they should have a certain degree of interdisciplinary knowledge. In addition, the "individual experience" that teachers have developed in the course of teaching is part of their professional knowledge of education and is also essential to their growth. How to teach" means that teachers need to be flexible in their approach to education. As a teacher, you need to acquire theoretical knowledge about education, such as child development psychology, educational research methods, teaching and learning, educational psychology, and moral education theory [2].

Professional competence in education

Professional competencies in education include many elements, including the ability to design educational activities, the ability to implement educational activities, and the ability to organize and monitor the educational process. First of all, the ability to design educational activities refers to the ability of teachers to use their educational expertise to select educational contents and develop curriculum resources in a scientific and rational manner according to certain educational objectives. Furthermore, the ability to implement educational activities mainly refers to the teacher's flexibility in using various teaching tools, teaching methods and teaching resources to carry out the education of students and play the role of educational influence by combining the design plan of teac hing activities and the corresponding teaching situations. The ability to organize and monitor the educational process mainly means that teachers should organize students' participation in various forms of learning and inquiry-based activities, be good at regulating students' learning behaviors, ensure the smooth implementation of activities in the process of monitoring teaching activities, and improve students' ability to self-manage [3].

Educational professionalism

The philosophy, attitude, beliefs, values and moral sentiments that teachers hold about the education profession are the main contents of educational professionalism. Among them, educational philosophy is the beliefs and ideals that teachers hold about their profession, and it is the educational outlook that teachers themselves have summed up in their long-term teaching work. Educational outlook includes more contents, such as educational values, purpose off, human development, knowledge outlook and so on. Teachers cannot engage in educational work without the support of the above educational outlook, which is the method and basis for teachers to engage in their work. In terms of professional attitude, it mainly refers to the attitude teachers hold towards their own profession, the sense of responsibility and dedication they possess, and the efforts teachers themselves make in the field of education, which should live up to the status, honor and reward given to them by society. Teachers should always uphold the sense of service and innovation, dedicate their light and heat for the sake of education, and continuously improve their business ability and professionalism. Second, the effective way to enhance the professional competence of teachers [4].

The importance of continuing education for young teachers in Universities

As the backbone of teaching in colleges and universities, young teachers not only bear the expectations of the older generation of excellent teachers, but also are the promoters of the future education of colleges and universities, and play an important role in the teaching process of colleges and universities. Young teachers are the main force for the development of colleges and universities. Only by continuously improving the teaching level of young teachers can we improve the quality of talent cultivation and education quality of colleges and universities. Therefore, it is of great significance to carry out continuing education for young teachers.

First, young teachers in colleges and universities participate in continuing education is the need for the construction of learning society. In order to meet the requirements of economic development for talents and the needs of students' own growth, young teachers in colleges and universities must have a solid professional foundation. Only in this way can they provide guarantee for the cultivation of high-quality applied talents in society. A perfect continuing education and training system is an important channel for young teachers to realize their own development. A perfect continuing education and training system can not only promote team and individual continuing learning, but also optimize the knowledge system of young teachers in colleges and universities, so as to promote the improvement of teaching level in colleges and universities. The main purpose of continuing education for young teachers is to cultivate the independent learning ability of young teachers. Therefore, continuing education for young teachers must adapt to the needs of economic and social development, establish a perfect learning system within the scope of colleges and universities, and improve the independent learning ability and teaching level of young teachers [5].

Secondly, the continuing education of young teachers in colleges and universities is a guarantee to improve the level of young teachers themselves, enhance the quality of teaching in colleges and universities, and promote the sustainable development of colleges and universities. The speed of knowledge updating is accelerated, the economy and society are developing continuously, and the society's requirements for high-capacity talents are gradually increasing. Therefore, colleges and universities must establish a perfect teaching system and train a group of professional teachers. Young teachers must improve their knowledge structure in the teaching process and enhance their teaching level and education quality, only in this way can they meet the requirements of education for social development. From the above analysis, it is clear that young teachers in colleges and universities must actively participate in continuing education in order to meet the development requirements of society, improve their knowledge level and teaching quality in the process of continuing education, and enhance their comprehensive ability, which is also the inherent requirement of society for young teachers in colleges and universities. Colleges and universities are the bases of talent cultivation and windows of knowledge dissemination, and they play an important role in promoting social development [5].

Thus, continuing education system for young teachers in colleges and universities needs to be improved.

1. Lack of systematic planning. At present, many colleges and universities do not recognize the importance of the cause of continuing education for young teachers and fail to make a unified plan for the work of continuing education for young teachers, which directly cause young teachers to lose their right to education. As we all know, the continuing education and training of young teachers in colleges and universities involves many aspects and is closely related to the self-interest of young teachers, which is a major event in the career development of young teachers. Therefore, the continuing education of young teachers should be based on the actual situation of colleges and universities and consider all factors affecting teachers' development, so as to make a perfect training plan.

2. The transparency of education funds is yet to be improved. In the actual survey, we can find that there are different degrees of appropriation of funds for continuing education and training of young teachers in colleges and universities, and the transparency of education funds is closely related to the training time and training quota of continuing education for young teachers. In addition, there are some colleges and universities use the teaching funds for the construction of college teachers in order to expand the footprint, and few of them use the funds for the continuing education of young teachers.

3. The supervisory mechanism is not perfect. Due to the lack of perfect supervision mechanism in colleges and universities, the teaching management level still needs to be improved, and various problems have emerged. In addition, the teaching mode of colleges and universities can no longer meet the requirements of social development, and the recognition of academic qualifications by the society is low. All these problems have a certain impact on the continuing education of young teachers, which has become a difficult problem that colleges and universities need to focus on solving.

References / Список литературы

1. Xie Xiaoling. Research on the current situation and system construction of continuing education for young teachers. Continuing Education Research, 2015. (9).

2. Xue Meiwei. Exploring the development of learning standards based on teachers' professional capacity enhancement. Teaching and Management (Theory Edition), 2019 (10): 85-87.

3. Li Xia. The connotation and requirements of teachers' professional competence. Qinghai Education, 2019 (11):45.

4. Ma Yidong, Ling Yao. Seeking quality in innovation: Some thoughts on teachers' competence in competency education. Modern Economic Information, 2008. 03:171.

5. Yan Ju. Discussion on the construction of the mechanism of continuing education for young teachers in colleges and universities. Talent, 2014 (17).

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