New Teaching-research Officers'Challenges of Professional Role Transition and Their Strategies in the Context of High-quality Development in Education
The teaching-research work provides professional support for primary education in our country.Training a team of new teaching-research officers has an essential impact on the high-quality development of primary education in the new era.Based on in-depth interviews with 10 teaching-research officers,this article finds that the motivations for their choice of being a teaching-research office include the demand for innovative teaching research,the choice of collaboration between administration and profession,and the influence of the teaching-research officers'team-building.However,during their transition from teachers to teaching-research officers,they face various challenges,such as the confusion caused by their changing professional roles and self-understanding,the pressure caused by insufficient managerial skills they possess,and the bewilderment caused by the lack of professional leadership.This article calls for the making of educationalist-type teaching-research officers.It is urgently necessary to build a"trinity"system to improve new teaching-research officers'capabilities of learning,service and cooperation and to support the sustainable development of their careers.
Teaching-research officerProfessional roleRole transitionHigh-quality developmentQualitative research
万方数据
维普
