Why do many teachers in private schools not have very high academic qualifications?

For this issue, we must look at the mechanisms of primary and secondary schools comprehensively.

First, the entry threshold for primary and secondary schools starts with a bachelor's degree

You can take a look at the requirements for recruitment of teachers in primary and secondary schools. Even now, the educational threshold for recruiting teachers in primary and secondary schools is a bachelor's degree. It is enough, which determines that most primary and secondary school teacher practitioners have a bachelor's degree.

This is different from universities. The entry threshold for recruitment in colleges and universities is a graduate student. Administrators and counselors usually have a master's degree, and full-time teachers usually have a doctorate. Therefore, the academic requirements for entry threshold determine the average academic level of practitioners. .

Second, academic qualifications are not a rigid requirement for the promotion and development of primary and secondary school teachers

Primary and secondary school teachers are different from college teachers. College teachers are assessed for scientific research, while primary and secondary school teachers focus on In teaching, although teachers in primary and secondary schools also do scientific research, compared to university teachers, that is not a mandatory requirement. The learning and training goals at the higher education stage are intended to cultivate students' scientific research abilities, not their learning and teaching abilities. Therefore, it is decided that the assessment goals for primary and secondary school teachers are not academically oriented.

When the unit or industry is based on the improvement of work and business capabilities as the development orientation, practitioners will not regard improving academic qualifications as the primary and important goal, so this will prevent primary and secondary school teachers from There is a general trend of requiring improvement of academic qualifications, but the focus is on improving teaching ability.

Third, there is no causal relationship between academic qualifications and teaching level

To sum up, the entry threshold for primary and secondary school teachers does not require high academic qualifications, and there are no rigid requirements that in-service primary and secondary school teachers must Improving academic qualifications will prevent the average level of primary and secondary school teachers from having high academic qualifications. The important factor in evaluating the level of teachers in primary and secondary schools is teaching ability, which makes teachers in primary and secondary schools focus on improving their teaching abilities rather than improving their academic qualifications.

If the improvement of teaching ability can bring greater returns to the career development of primary and secondary school teachers, then improving academic qualifications is not a necessary option, because not everything in life must be perfect in every aspect. Career development involves priorities and trade-offs. After all, people’s energy is limited.

I think this statement is correct, but this issue is not exclusive. It does not mean that those with low academic qualifications are excellent and those with high academic qualifications are not necessarily excellent.

To measure whether a teacher is excellent

First, he is dedicated to his job and has a strong sense of responsibility. Teachers must be loyal to the party's educational cause, be conscientious and meticulous, obey the leadership's work arrangements, take responsibility and complete it conscientiously.

2. Be caring. Have love for students, use love to warm students, question and solve problems for students who have learning difficulties, and provide patient guidance. In particular, they should care and love students with family difficulties or left-behind children.

Third, there must be team spirit. Collaborate with other teachers at work, help each other, and have a sense of cohesion.

Therefore, whether a teacher is excellent or not depends on the completion of all the tasks he is responsible for. It cannot be generalized from the teaching performance. Although some teachers do not have outstanding performance in the subjects they teach, their performance in management is not very good. They are very good at teaching students and are deeply loved by students. Such teachers with management skills have nothing to do with their academic level; some teachers teach very well and the students they teach have good grades, but they are not good at other aspects of work. , is such a teacher considered excellent?

Is there any relationship between the quality of teaching results and the level of academic qualifications? Yes, but not absolutely.

The quality of teaching results is determined by:

1. The corresponding level of knowledge. For example, teaching junior high school requires at least a high school level of knowledge, while teaching high school requires a college level or above. The level of knowledge here refers to "practical", not necessarily "academic qualifications". Although some teachers do not have the corresponding "academic qualifications", they have "practical" abilities, so that they can achieve results.

2. Good teaching methods. This is critical. Teachers' teaching is to impart knowledge to students. How to impart knowledge? This is a question of method. Although some teachers have poor academic qualifications, their teaching methods are correct, and students can understand and learn clearly; while some teachers have very high academic qualifications, but they do not know how to apply their methods.

3. Correct teaching attitude. Although some teachers do not have high academic qualifications, they work hard and conscientiously and devote themselves to teaching. They wish they could impart everything they have to their students. Such teachers are also prone to getting good results. On the other hand, some teachers are good in all aspects, but they just don’t Just keep your mind on teaching and work as a monk for a whole day. Will there be any results?

Let’s talk about my two high school math teachers.

One is a real undergraduate who graduated from the Mathematics Department of a normal university. One is a junior high school graduate, and then obtained a diploma in mathematics through self-study.

The two are about the same age. Taught at the same school again. At first, parents and students were reluctant to choose the latter, fearing that they would not be able to learn knowledge and would affect their college entrance examination scores. Over the past few years, parents and students have become more and more recognized, and finally it has reached the point where he has no choice but to do it.

Teachers who graduated with a bachelor's degree in mathematics ended up having to manage logistics and could no longer work on the front line. They were abandoned by parents and students.

Academic qualifications do not completely represent ability and level.

Some people are capable, but they lack the ability to express themselves, cannot draw inferences from one instance, and cannot gain a comprehensive understanding, thus achieving no results. Although some people do not have academic qualifications, because the college entrance examination is based on comprehensive results, it does not mean that they are not good at any subject. It means they are partial to subjects as we often say. They are not good at Chinese and outstanding at mathematics. Middle school teachers basically teach one subject, so they stand out! In addition, people with high academic qualifications are generally well-rounded, so they will not choose to be teachers in normal schools. This was the case in the past, but the situation has changed today.

I am a middle school teacher and student. I have taught in elementary school, junior high school, high school, and adult college. After thirty years of teaching experience, I realized that a teacher’s own cultural quality is the foundation for being a good teacher, moral cultivation and psychological quality are the key, teaching methods and dedication are the key, and love for education and care for students are the guarantee. .

Our normal school students in those years did not have high academic qualifications or hard diplomas. With their passion and willingness to contribute, it should be said that they were promising in basic education positions. However, in higher education, we still have to rely on highly educated and high-level teachers.

1. In the 1980s, a group of students were selected to enter middle school teachers under the influence of the national policy of "letting the best students stay in the teaching force". The supporting policy was that rural areas could be transferred to cities and towns immediately. A large number of the best rural children became normal school students, and some of them entered middle school and high school.

2. The education in secondary school is a general education. Although the major is not deep, it is relatively comprehensive. Whether it is language, math, physics, chemistry, music, sports, beauty, politics, history, geography, etc., you need to learn , thus creating those students with strong comprehensive abilities, coupled with their inherent intelligence, they will become stronger.

3. Being a good teacher does not depend on how high your subject expertise is, but on how to help children acquire this knowledge while understanding the professional knowledge. This requires teachers to show their magical powers. , at this time, those general subject teachers will have an advantage. Subjects outside their majors will enrich these teachers’ educational and teaching methods.

I personally have always believed that, judging from the overall situation, academic qualifications and ability are directly proportional. In other words, comparing 100 doctoral students and master's students who graduated in the same period with 100 middle school teacher students or junior college students, the higher the academic qualifications, the greater the ability. Although I am not a PhD, Master or Bachelor's student either.

There is a very important condition here. First, they must graduate in the same period; second, they must be measured as a whole.

If we look at individual situations, we do not deny that some highly educated teachers, for example, have worse teaching performance than individual college students and secondary school teachers. In other words, among junior college students and middle school teachers and students, there are indeed some teachers whose teaching achievements are quite outstanding.

Although academic qualifications do not equal actual ability, teaching also requires good teaching attitudes and advanced teaching methods. The problem is that highly educated teachers do not necessarily have good teaching attitudes and methods.

The specific situation in our country is that due to the gap in talent training in the 10 years of the Cultural Revolution, there was a serious shortage of middle and high school teachers after the resumption of classes. At that time, some teachers were selected from normal students and junior college students who did not meet the academic qualifications but had teaching attitudes. , teachers with very good teaching effects, enriching the teaching team of high schools and junior high schools. These teachers lived up to expectations, taught and learned at the same time, and became good teachers who were very popular among students in a short period of time.

At present, among the middle and high school teachers, some teachers whose original academic qualifications are not up to standard have retired, and some have obtained qualified academic qualifications through resignation and on-the-job further study. In recent years, teachers who have been recruited without sufficient academic qualifications are not allowed to register for the exam.

In short, high academic qualifications are only one aspect of improving teaching performance. The key lies in the overall quality of the teacher himself. With the quality, there is nothing that cannot be improved. I think the key to whether a teacher is excellent or not depends on his or her work ability, which has nothing to do with academic qualifications. However, I do not deny that teachers with too low academic qualifications are not qualified to teach in junior high schools or high schools.

What are the "excellences" of excellent teachers?

Observation found that they have some unique characteristics:

First, they love education and have a very positive "three views". They regard education as their lifelong pursuit, adhere to, Dedicate yourself to your job.

The second is to have a strong desire for professional improvement, a clear personal development plan, a strong spirit of research in the teaching profession, and strong learning ability.

The third is to be diligent and pragmatic about work, have a strong sense of responsibility, be good at reflection and summary, have the ambition to keep making progress, have the internal drive generated by love, and have a strong sense of competition.

The fourth is to be good at handling various relationships, have excellent personality and affinity, have team awareness and overall perspective, and have educational wisdom.

The fifth is mental health and good psychological quality. Good at managing emotions and having empathy. Perseverance and tenacity in character.

Sixth, be good at independent thinking, work conscientiously and meticulously, and pursue perfection.

It can be seen from these characteristics that the role of academic qualifications only appears in the second article. Those with higher academic qualifications may have a slight advantage in "learning ability". Of course, those with higher academic qualifications may indirectly show advantages in certain abilities, but they cannot be the "prerequisite" for advantages. It is precisely because those with higher academic qualifications have some "advantage" capital that they are "narcissistic". They regard the new starting point as the "end" of their career and rest on their "old money", without realizing that their career life is standing on a new starting line. .

We have noticed that some teachers who were recruited from key normal universities affiliated to the ministry had high hopes, but the results were counterproductive.

The obvious shortcomings in the work are that they have "high ambitions but low ambitions", talk too much, do not implement the work and are not practical, and it is difficult to have a "reassuring" performance. Over time, they will be disappointed and "give up". The problem lies in overestimating one's academic advantages, failing to see one's shortcomings and gaps, lacking goals and plans for one's career, and not having a strong will to "success" and "excellence." On the other hand, those with low academic qualifications always feel their own shortcomings and gaps. Their sense of urgency in pursuing "professional dignity" has always been the driving force for their development, and their continuous success has become their self-confidence to stand out.

Those with higher academic qualifications will have an advantage at least at the professional level. If you realize that joining the job is a new starting point, formulate your own career plan from scratch, take it one step at a time, learn with an open mind, be fully committed, and start from the starting point. The advantages can be continued. Otherwise, "excellence" will have nothing to do with you.