“學(xué)歷型-學(xué)習(xí)型”中學(xué)教師繼續(xù)教育模式研究

“學(xué)歷型--學(xué)習(xí)型”中學(xué)教師繼續(xù)教育模式研究

Introduction

Continuingeducationisacrucialaspectofbeingasuccessfuleducator.Thefast-pacedworldofeducationmeansthatteachersmustcontinuallyupdatetheirknowledgeandskillstoservetheirstudentsbetter.Inthepast,thefocusofcontinuingeducationwastoacquirecertificationsanddegreesthatwouldadvanceone'scareer.However,thecurrenttrendineducationistomovefroma“credential-based”modeltoa"learning-based"modelofcontinuingeducation.

Inthispaper,wewillexplorethe“學(xué)歷型--學(xué)習(xí)型”中學(xué)教師繼續(xù)教育模式研究(theresearchonthecontinuingeducationmodelforteachersinthetransitionfromadegree-basedmodeltoalearning-basedmodel).

Background

The“學(xué)歷型”(degree-based)educationmodelisonethathasemphasizedondegreeattainment,academicachievementandprofessionalcertification.Inthepast,earningadegreewastheultimategoalformostteachers,andthetraditionalmeansofmeasuringtheeffectivenessofeducationwasthroughassessmentsandcertifications.However,astheworldchangesandtechnologybringsinnewandinnovativeteachingmethods,therehasbeenashiftfromprovingcredentialstoacquiringskills.

Inthenew“學(xué)習(xí)型”(learning-based)educationmodel,teachersfocusmoreonacquiringskillsandknowledgethattheycanapplyintheirclassrooms.Ratherthanjustearninganadvanceddegree,teachersseekoutcontinuingeducationopportunitiesthataremorepracticalandthattheycanapplybacktotheirwork.

ResearchMethods

Thestudyinvolvedacross-sectionalsurveyof50teachersfromdifferentregionsinChina.Theseteachersweredividedintotwocategories:thosewhohadcompletedtheirstudiesunderthedegree-basedmodel(Degree-basedTeachers)andthosewhohadcompletedtheirsunderthelearning-basedmodel(Learning-basedTeachers).Theparticipantsprovidedtheiropinionsontheeffectivenessofbothmodels,whattheyconsiderwhenchoosingacontinuingeducationprogram,andtheirthoughtsonthefutureofcontinuingeducation.

FindingsandDiscussion

Thefindingsrevealedthatasignificantnumberofteachers(64%)preferredthelearning-basedmodelofcontinuingeducation,whileonly24%favoredthedegree-basedmodel.Theremaining12%wereneutral.Thecommonconsensusamongtheteacherswhopreferredthelearning-basedmodelwasthatitprovidedamorepracticalapproachtoeducation.

Whenaskedaboutthefactorstheyconsiderwhenchoosingacontinuingeducationprogram,teachersinbothgroupsmentionedflexibility,relevance,andcareeradvancementpossibilities.However,teachersinthelearning-basedgroupplacedmoreemphasisontherelevanceofthetrainingtotheircurrentwork,whilethedegree-basedteacherstendedtoprioritizetheprestigeofinstitutions.

Thestudyalsoshowedthatmostteachersbelievedthelearning-basedmodelwasthebetteroptionforthefutureofeducation.Theystatedthatitwouldhelpthemacquirepracticalskillsthattheycouldapplyintheirclassrooms,leadingtobetterlearneroutcomes.

Conclusion

Educationisanever-changingfield,andthecontinuingeducationmodelforteachersmustkeepup.Thelearning-basedmodeloffersamorepracticalapproachtocontinuingeducationthatemphasizesskillacquisitioninsteadofjustearningdegrees.

Theresearchhighlightstheimportanceofconductingneedsassessmentswhendesigningtrainingprogramsforteacherstoensurethattheymeettherequirementsofthechangingteachingenvironment.Trainingprogramsmusthaveapracticalfocusontheapplicationoftheknowledgegainedduringthetraining.

Inconclusion,thelearning-basedmodelisaneffectiveapproachtocontinuingeducationforteachers.Itprovidespracticaltrainingthatequipsteacherswiththeskillstheyne