Zhang Hongjian
ABSTRACT
The development of the teaching staff has an important impact on the quality of higher education and thereby affects school education and the development of students. Dongguan Polytechnic attaches great importance to the construction of its teaching staff. In 2017, the Teacher Development Center was established to be responsible for the development of all teachers in the college. To meet the development needs of the school and teachers, the center has designed a personalized and stratified training system that combines online and offline, as well as on-campus and off-campus aspects. It has been formed by an expert team that guides teachers in conducting educational research, provides high-level training, and offers teaching and psychological counseling services. Moreover, it has expanded teaching resources, established a platform, carried out application training, and organized teaching competitions. It has promoted the development of the teaching staff. Despite these measures, the teacher development plan of Dongguan Polytechnic still faces various problems and concerns. Therefore, this study will conduct systematic research on the teacher development of Dongguan Polytechnic, evaluate the implementation and optimization of teacher development in Dongguan Polytechnic, and thereby promote the rationalization of teacher development in the college. This study adopted a mixed research method combining quantitative and qualitative approaches and used two questionnaires to collect data from the selected participants. The research results show that the teacher development plan of Dongguan Polytechnic has a relatively high implementation level and effectiveness overall. However, the integrity, systematic and effectiveness of its teacher development are obviously insufficient. The research suggests that the understanding of teachers’ development opportunities should be enhanced, the amount of time for teachers’ development should be increased, and the effectiveness of the training content for teachers’ development should be improved.
Keywords: Teacher development planning, Teacher development evaluation, Effectiveness of Teacher development
https://doi.org/10.57180/uqvi2440