Abstract
The effectiveness of teacher training has been criticized. To change this situation, it is advisable to use mixed training instead of single training mode. Mixed training combines the advantages of various training modes, expands the learning space of teachers, constructs a system of mutual support among teachers, forms a three-dimensional model of teacher training and normalization of teacher training, and effectively promotes the professional development of teachers.
Highlights
Americans once mocked teacher’s after-service training like this: “Teacher training means that teachers use boring lectures to tell teachers how to avoid boring lectures in class” [1]
This kind of state is common in teacher training in our country, which is manifested in the fact that experts, in face to face lectures, concentrate on theories, which sound “noble”, but are divorced from the actual situation of teachers’ education and teaching in primary and secondary schools, and are not grounded
In terms of teacher training methods, one of the important factors is that a single training mode is not likely to meet the diversified needs of teachers
Summary
Americans once mocked teacher’s after-service training like this: “Teacher training means that teachers use boring lectures to tell teachers how to avoid boring lectures in class” [1]. Without classroom effect construction and positive teaching interaction, it is relatively boring, and it cannot be effectively monitored and directed; the school-based training links the real working environment, but lacks theoretical guidance and promotion, acting blindly, etc. These phenomena greatly reduce the training effect, and affect teachers’ recognition of training activities and enthusiasm for partici-. The author believes that the mixed training of teachers is a new perspective of teachers’ post-service training
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