Abstract
The number of Chinese college teachers is considerably large, and these teachers have their own focus on teaching, research, social services and other different orientations. Given that, the teacher evaluation system operated in a single way has caused widespread problem that the teachers lack developing motivation and attach importance to scientific research rather than teaching. According to the classification of human values and definition of teacher development, this article proposes five development categories of college teachers in the context of plural values. The only way to achieve the development of college teachers is to fully respect their needs of personalized development and provide guidance according to their classification.
Highlights
Research on the development of teachers is in the ascendant
The teacher evaluation system operated in a single way has caused widespread problem that the teachers lack developing motivation and attach importance to scientific research rather than teaching
What are the current needs for the development of college teachers? Superficially, job promotion is most closely related to the development of teachers, as professional ranks and titles are a comprehensive overview of teachers’ professional level
Summary
Research on the development of teachers is in the ascendant. In June 2016, the Education Ministry of People’s Republic of China stated in the “Guidelines on Deepening the Reform of Evaluation and Assessment System of College Teachers” that “... adhere to the combination of guidance according to their classification and evaluation according to classification. In 2015, the total national expenditure on education was 3.280646 trillion yuan It can’t match the increasing national investment in education that the working enthusiasm of teachers, especially teaching enthusiasm, has not increased along with the high investment. In our opinion, it is largely because the teachers’ own development goals are not clear enough, and their needs for development cannot be met, with the lack of beneficial orientation and development platform, the teachers devote in their work insufficiently. Due to the current station-graded wage system of teachers in China, access to a higher-level title means to obtain better economic benefits and economic status, meeting the needs of teachers materially. As job assessment threshold lifts up with the increasing levels of talented people, the promotion of teachers’ professional ranks and titles becomes increasingly difficult
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