The Practice of Pre-Service and Post-Service Integrated Collaborative Training for Middle School Mathematics Teachers
Abstract
Through the last reform, the number of middle school teachers in our country has been basically satisfied. In order to improve the quality of education, in order to meet the needs of modern society and national education, we have to re-examine the training of teachers in our country. The purpose of this paper is to study the practice of pre-service and post-service integrated collaborative training for middle school mathematics teachers. Collect relevant documents to understand the training of teachers' professional ability, and propose strategies to promote the integrated training of mathematics teachers' professional ability before and after employment. Through the questionnaire survey method, we can understand the basic situation of mathematics teachers and students who have graduated from public-funded normal students of M University, as well as the problems existing in the pre-service training and post-service training of mathematics teachers' professional ability, and analyze the integration of training of mathematics teachers' professional ability. The experimental results show that more than 90% of teachers believe that it is very possible to realize the integrated development of pre-employment and post-employment.
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DOI: http://dx.doi.org/10.18686/ahe.v6i10.5611
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