The Problems and Solutions of Accurate Training for Teachers in Private Universities: A Case Study of Guangzhou College of Applied Science and Technology

DOI: https://doi.org/10.62517/jhet.202415636

Author(s)

Jun Zeng1, Quankun Zhang1, Xun Murong2,*

Affiliation(s)

1Teacher Development Center, Guangzhou Applied Science and Technology College, Zhaoqing, Guangdong, China 2School of Education, Zhaoqing University, Zhaoqing, Guangdong, China *Corresponding Author.

Abstract

Accurate training, as a primary goal for the high-quality development of teacher training, is characterized by demand-based, stratified, and evidence-informed practices, which are crucial for meeting the growing needs of teacher training. This study, taking Guangzhou College of Applied Science and Technology as an example, deeply analyzes the issues in the teacher training of private universities, including unreasonable training schedules, lack of rigor in content, singular methods, and incomplete systems. Under the guidance of the " Accurate training" concept, a series of targeted improvement strategies are proposed, including flexible scheduling, optimizing training content, diversifying training methods, and holistic design and planning of training systems and content, aiming to enhance the pertinence and effectiveness of training, thereby promoting the professional growth of teachers and the improvement of teaching quality.

Keywords

Private Universities, Accurate Training, Teacher Professional Development, Teacher Demand, Stratification

References

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