Why don't college teachers who teach programming become well-paid programmers?

My job is to be a full-time teacher in a higher vocational college, teaching computer programming courses. I can say responsibly here that I am better than my colleagues in terms of programming level, actual project experience and coverage. Then, in view of this problem, make an analysis and discussion from my point of view.

First of all, can teachers meet the requirements of programmers?

I think/in my opinion,

cannot reach

Company's requirements for programmers. Objectively speaking, I can't meet the requirements of some big manufacturers for programmers myself. Because of the teacher's work content and scene, he has been engaged in teaching for a long time. Students can almost be said to be a blank sheet of paper in programming, so the programming teaching content that teachers have been engaged in all the year round is only xxx programming foundation, and they have not experienced many advanced programming exams. For a programming language, the setting of school hours is often not enough. For example, teaching students Java or Python programming, three months a semester, so many class hours. It is impossible to teach students the same programming language every day. Students have many courses. Then, based on my 10 years of teaching experience, I almost never finish reading a book, and I can only finish reading the first half of the textbook at the end of each semester, that is, the basic part. However, what the company needs is exactly the content involved in the second half of the textbook. I can't help it. After the final exam, this course will stop. In the new semester, the teacher will hold the same book again, starting from the first page.

In addition, 90% of school administrators have no programming and technical knowledge. Then this will lead to their evaluation system for teachers, and will not promote teachers to improve their programming skills at all. Everyone is lazy, and in the face of backward and biased evaluation system, teachers' willingness to improve themselves will be weak. Many of my colleagues are anxious to learn new technologies because they are given some courses that they are not good at at at school, and the learning program is only to cope with the courses, which can't match the company's programming technical requirements at all.

In this cycle, teachers don't have higher technical training, and with the interference of some "broken things" in the school, their programming skills can be imagined.

This is an objective factor.

Third, is the teacher willing to be a programmer?

It depends on the teacher's subjective will. In fact, I am very willing to join the company to gain more programmer development experience and improve my skills. But I can't help it. I am over 35 years old and the environment is no longer allowed. And some of my colleagues, younger than me, just came down from the position of company programmer and came to school as teachers. There is no need for the standards of company programmers for a long time.

Because as we all know, to be honest, being a teacher is definitely easier than being a programmer in the company. No terrible overtime, simple interpersonal relationships, simple students, easy courses, no real development needs, two long holidays and so on. In such a fast-paced and stressful social environment, these factors may be more attractive than high income.

In addition, as I mentioned above, it will be easier for teachers to teach step by step, but the programming skills will not be greatly improved at all. People will be numb, and the teacher actually acquiesced in this state and accepted this status quo. In fact, they will not use the requirements of programmers in the company to demand their programming skills.

In fact, they don't want to be programmers in the company. In other words, because I don't want to, I don't have the ability to be a real programmer.

Finally, it depends on whether the company accepts teachers as programmers.

Here we don't consider the age factor, but only discuss it from the category of ability. I think HR, CTO or technical director in the company are very clear.

It's hard to accept

Such a candidate. Because of a person's growth, he needs to work in this industry for a long time and has rich experience and cognition in this industry. The working environment and content of teachers are still very different from that of the company. I believe most companies are unwilling to pay such training/training fees. This is not only related to salary cost, but also related to time cost, development efficiency, employee adaptability and tacit cooperation with team members.

Therefore, there are specialties in the industry, and on the basis of doing their own jobs, they strive to improve themselves. It's all programming In fact, we don't need to put these two roles together and make a naked comparison. As long as you can realize your greatest value in your own position, it is success. High income is only one aspect, not the whole.

I've thought a lot about this problem. As a teacher, I should set higher standards for myself, especially the programming ability mentioned here. Computer technology is changing rapidly, and I am trying to demand myself from the depth and breadth of technology after work. So far, I have been a teacher for 10 years. I have done HTML, CSS, JavaScript, Java, Kotlin, Python, Swift, Go, Angular, Vue, MySQL, Oracle, PHP, Spring, TypeScript, Linux, Flask, Django, GraphQL, Nginx, Flutter, TensorFlow, PyTor.

Just like this sudden * *, education reform may also be sudden. I will always be ready to ensure that I have a skill and that I am better than most teachers, so that I can get more opportunities and be invincible.

I think the reasons are obvious, mainly in the following two aspects.

First, colleges and universities are career-oriented, and do not sit in classes. I only go to school when I have classes. When there is no class, I have my own time. As long as classes are arranged according to the schedule of the Academic Affairs Office, the teaching task will be completed. Teachers' income is much higher than that of ordinary workers, and they also have a rest during the winter and summer vacations. The political treatment of teachers is not what it used to be, far from the "smelly Laojiu era" in the past, and Teachers' Day is celebrated every year. Of course, farmers have a harvest festival, workers have May Day, and doctors have a physician's day. There is a strong atmosphere of respecting teachers and attaching importance to education in society, and the social status has been greatly improved, which is far from being comparable to the past "teachers and teachers". In a word, it is not what it used to be. Secondly, some college teachers teach a course for life; A programming textbook or computer textbook will remain basically unchanged for ten years. Therefore, the new teacher does not need to prepare lessons every year for 32 years after class. Some courses can't complete all the teaching materials because of the time limit. Professor's knowledge has long been out of touch with social and technical reality. Students must learn the latest programming content from scratch when they enter the enterprise after graduation. The curriculum is out of touch with science and technology and out of step with the development of the industry. Because the content of the textbook is fried rice, the teaching task is easy and there is no pressure. Enterprise programmers have no pain in working overtime, and their working hours can be mastered by themselves. Teachers are iron rice bowls. Once served, they will eat until they are old.

Second, programmers are well-paid jobs. But it's not an iron rice bowl, it's an enterprise preparation, and it works hard. Since it is an enterprise, it is necessary to implement the last elimination and compete for posts; Frequent overtime, in order to complete the programming tasks delivered by customers on time, it is normal to work overtime frequently. Fortunately, some enterprises have an annual leave system, while ordinary enterprises do not. Programmers should constantly learn new knowledge and new methods in order to keep up with the development of the times and meet the needs of customers. Thereby completing the project programming task.

To sum up, how do college teachers go to enterprises to be programmers and engage in programming work?

Even if I want to go, I'm not good enough! Programming is a technical activity, the level is piled up by lines of code and projects, and the experience is gained in the process of digging and filling holes again and again. Most of the teachers who teach programming in universities lack the experience of real projects, with outdated knowledge and narrow vision. They have no pressure and motivation to improve, and are more willing to devote their limited energy and time to publishing articles and evaluating professional titles. This is also one of the important reasons why college students generally feel that they can't learn anything in college.

There are two reasons for this problem. One is that the teachers who teach programming in universities are not good programmers, and the other is that the teachers who teach programming in universities are unwilling to be programmers.

First of all, college programming teachers can be teachers, but they are not necessarily good programmers. A teacher may teach this course this year, next year, and a course can be taught for many years. It hasn't changed for so many years, and many universities in China are like this. For example, C language has always been Tan Haoqiang's book. As a teacher, you don't need to keep learning. What you have learned is that the knowledge remains basically the same.

Programmers are different. With the change of business, they have to keep learning, and the knowledge of programming industry is updated quickly. Programmers should keep learning new technologies and knowledge.

Secondly, teachers who teach programming in universities don't necessarily want to be programmers. When teachers have winter and summer vacations and weekends, unlike programmers who often have to work overtime, they have to endure the needs of product changes and are very tired. Moreover, the profession of teacher is respected, and students should be called teachers no matter how much they pay. Teachers' career is stable. If programmers are easy to close down in small companies, big companies may compete for incentives or lay off employees.

Especially after working in an industry for a long time, I am unwilling to take the risk of changing careers when I am old.

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At present, university teachers have not made anything, and Ali and other enterprises have made many frameworks and middleware. To put it bluntly, teachers are inexperienced, and most of them will only talk on paper. I couldn't help laughing when I saw VC++6.0 in many universities. It's from the' 90 s

The market is risky and needs to be cautious when entering the market; The university is guaranteed, and the unit depends!

First: First of all, many teachers who teach programming in universities have no real project experience. They are only familiar with the theory, but they have little code and little project experience, so they basically can't get started with the work of company programmers right away. Moreover, a lot of computer knowledge taught by teachers is very contemporary. If they follow the fashion, most of them have no deep understanding and project experience. But it doesn't rule out that those teachers are very capable. Generally speaking, teachers' programming ability is weak, so it is not so easy to find a good programming job.

Second: To tell the truth, who wants to be a programmer after being a teacher? University teachers are very relaxed, with few classes a week, and some classes are fixed courseware. After teaching for a year or two, I became familiar with it, and even saved preparing lessons. And the average programmer's salary will not be too high. If you want a high salary, you will be very tired. Need to work overtime and stay up late, easy to go bald.

Third: Many teachers' salaries are not low, or rather high. My college and graduate school teachers are very rich. Projects are always tens of millions or millions. Just ask a few classmates for help. There are even higher national projects with more money. To tell the truth, how much can you give the students? Therefore, teachers may earn more than programmers.

Many powerful teachers will come out to start a company or cooperate with friends to start a business, and there is no need to be a programmer at all. There are so many students' connections there, why do you have to do manual labor like a programmer?

I have been engaged in embedded software development for more than ten years, and some of my classmates are university programming teachers. Let me talk about this problem. If there is anything wrong, please laugh and let me know. Comments are also welcome.

First of all, not all programmers earn a lot of money.

It depends on what industry you are engaged in. If it is big data, Internet of Things, mobile phone, communication, AI/AR, chip semiconductor and other industries, there will be high-paying opportunities. But if you are engaged in a more traditional industry, it is more difficult to get a high salary. In fact, I don't understand why some programmers are basically highly paid according to the statistics of recruitment or headhunting.

Then, let's talk about whether university teachers are suitable to be programmers in enterprise companies. Whether it is suitable or not varies from person to person.

Colleges and universities are generally stable, and the requirements for programming are not deep, mainly because they can explain and master the basic knowledge and application of programming languages. The requirements of enterprise companies for programming are mainly functional realization, followed by higher requirements such as robustness, stability, easy expansion and cross-platform. The code of large companies generally follows the company's specifications, and the products can only be imported through team code review, and can not be officially released until they are fully tested by QA. Codes in universities, except for scientific research projects, have basically reached the standard of general operation in teaching. If you are a university teacher who loves coding, has a strong ability to learn knowledge, is also resistant to stress and can bear the risk of unemployment, you will certainly be able to make great achievements in enterprise companies. On the other hand, it is difficult for programmers in enterprise companies to think of teaching and educating people in universities, and the requirements for academic qualifications and qualifications are higher.

Finally, in fact, this topic is a bit like besieged city. People inside want to come out, and people outside want to go in.

University teachers envy high-paid employees in enterprises, and enterprise employees also envy high-paid and free and stable university teachers. The common ground of yearning is: high salary.

In fact, I think that if there is no university teacher to teach programming, there will be no programmers in corporate companies. Teaching programming by university teachers is a great cause, which provides a steady stream of human resources for the development of enterprises and companies.

First of all, a good university teacher has a higher professional threshold than a programmer.

Teachers who teach programming in colleges and universities generally don't just teach programming, attending classes is only part of their work, and other time is also used for scientific research and so on. Now it is basically difficult to enter a good university teacher position without a doctorate.

If the enterprise wants to recruit university professors,

If you only give the programmer this position, it will be overqualified and most teachers will not consider it.

When college teachers go to enterprises, they lose their iron rice bowls and work hard in the market. Programmers are in danger of being fired at any time, especially in China. Programmers have a heavy workload when they are old and have families, so the time and physical strength put into their work are not suitable for programmers' work. On the contrary, the status of college teachers is stable, and the longer they are, the more they can establish their position in the academic circle. It may not be higher than programmers in the short term, but it may not be lower than programmers in the long run, especially for many invisible benefits of colleges and universities, such as children entering primary schools affiliated to colleges and universities.

In addition, professors in colleges and universities make laboratories famous, and enterprises often provide them with various opportunities and part-time jobs. Income and fame are not comparable to ordinary programmers.

As for the level of programmers, the level of programmers is uneven, and college teachers have less time to participate in the development of application-oriented projects, and their experience will be slightly lacking. But it's nothing, the basic knowledge is there, so hurry up and prepare.

For most university teachers, it is easy to interview an ordinary programmer position.

In fact, teaching and being a programmer are two different jobs, and they are very different. For example, why don't Chinese teachers become poets? Some teachers who teach programming in universities must become high-paid programmers, but not all of them. Some Chinese teachers have become poets, but not all of them.