UDC 373
Diao Siyu
EI «Yanka Kupala State University of Grodno»
Scientific supervisor — Korliukova Irina Aleksandrovna
The Development of the Professionalism in the Math Teacher Through Coaching
In modern society, the role of teachers is slowly changing, so the ability of teachers needs to be re-examined. The coaching is one of the important means to promote the development of the professionalism in the teacher, so the research on coaching must keep pace with the times. How to use modern methods to efficiently carry out the coaching, so as to enhance the development of the professionalism in the teacher, help students learn, promote school development, and deliver batches of talents to the society is the subject of the research. The coaching can stimulate teachers’ potential ability, creativity, and innovation, so that the teaching model between teachers and students becomes a more innovative and effective interactive model. The coaching involves a wide range of aspects, including between teachers and schools, between teachers and teachers, between teachers and students, between teachers and parents, etc. The interaction ultimately effectively serves the goals of the coaching. Whether in traditional coaching or modern coaching, teachers, as the main leaders of student learning, should constantly improve their professionalism.
- Coaching in education
The coaching can be defined as a series of high-efficiency activities organized by educational institutions through a certain form and method to teach experienced or inexperienced teachers the thinking, cognition, knowledge and skills of teaching in accordance with detailed plans and standardized procedures, so as to cultivate and train learning activities related to education and teaching.
The coaching can be understood as a systematic, professional and lifelong intellectual investment activity for teachers, which is a process of redevelopment, reinvestment, regeneration, reapplication and reconversion of intellectual resources.
The functions of coaching in education are mainly divided into positive functions, negative functions and concomitant functions. The positive functions mainly include a perfect function for the development of teachers, a promotion function for the growth of students, a guarantee function for the development of the school, a propulsion function for the development of education, and a development function for development of society. The negative functions mainly involve the inefficiency, pressure, and concentration of power in coaching. The concomitant functions mainly refers to the impact on education-related factors that are not within the expected range.
Combined with the definition, characteristics, and functions of the coaching, the essence of coaching in education can be divided into three levels. First of all, the coaching can directly affect the teachers themselves. Teachers can learn and research efficiently through coaching, improve their professionalism, maintain a state of lifelong learning, and continuously improve their own value. Secondly, the coaching can indirectly affect students, schools, and society. Teachers with a huge amount of knowledge and superb teaching ability can efficiently transfer professional knowledge to students, so that students can acquire knowledge and different abilities that keep pace with the times, and then send batches of talents in different fields to schools and society. Finally, the coaching is an investment in intellectual resources by schools and society. The coaching can be imagined as an advanced financial product that requires long-term investment from schools and society, rather than a whim. The successful development of the professionalism in the teacher can lay a solid prerequisite for the cultivation of the next generation and form a virtuous circle.
- School-based coaching
The definition of school-based coaching can be preliminarily given as the necessary professional vocational coaching organized by the school and carried out in the school according to the actual situation of the school after the teachers enter the school in order to create a complete professional coaching platform for the teachers in the school and train outstanding professional counselors for the students in the school, so as to make the school develop steadily.
There is no clear conclusion about how school-based coaching in China is mentioned by whom, when, in what form, and in what documents. However, there are still traces of the spread of school-based coaching in China. On the one hand, school-based coaching started around in the 1980s. Due to the vast territory and too many provinces in China, the introduction of new regulations and systems in China will generally be implemented in certain provinces as pilot areas, including Jilin Province, Hubei Province and other provinces in China. On the other hand, in 1999, the Ministry of Education emphasized in the «Opinions on the Implementation of the Continuing Education Project for Primary and Secondary School Teachers» that schools are one of the most common and important locations for coaching.
The reason why school-based coaching can be developed and improved in China is definitely because it has many advantages compared with other methods. First of all, one of the advantages of school-based coaching is to allow theoretical researchers with a large amount of knowledge to accumulate experience in practice, put abstract theories into practice, and give the theory a new practical meaning. Secondly, the theoretical knowledge learned by teachers in the process of school-based coaching is feasible in practice. Thirdly, school-based coaching is to take specific events in each school itself as an example, and gradually form a coaching model with the characteristics and particularities of each school. Fourthly, school-based coaching can shorten the coaching time to a certain extent and greatly improve the efficiency of coaching.
- Models of school based coaching
3.1. Model 1: Systematic learning, Practice in the post, Strict evaluation, Hierarchical advancement
Model 1 is the most common and basic model of coaching, which is aimed at teachers in underdeveloped schools. For such teachers, the main content of coaching revolves around the basic knowledge and skills of teachers, such as subject-related expertise, teaching skills, and the professionalism of teachers. Through the coaching of Mode 1, teachers can acquire basic daily teaching skills to ensure the normal teaching work of the school. In general, the coaching goal of Mode 1 is to make every teacher a qualified teacher.
3.2. Model 2: Hierarchical grouping, Development of teaching and research capabilities, Expert guidance, The direction of development
The target of Model 2 is teachers in developmental schools. In China, developmental schools account for more than 50%. Teachers in most developmental schools should generally have received a series of various coaching organized by the school. For such teachers, the main content of coaching revolves around the word innovation, such as innovative teaching methods, innovative educational concepts, and modern science and information technology. Through the coaching of Model 2, teachers can not only guarantee the daily teaching work of the school, but also meet the needs of modern quality education, and constantly update teaching methods and teaching concepts. In general, the coaching goal of Model 2 is to make every teacher an excellent teacher.
3.3. Model 3: The goals of development, Special training, Unique characteristics, Sequential development
Model 3 is the highest level training mode, which is aimed at the teachers in development-priority schools. Most of the teachers who can teach in such schools have solid theoretical knowledge and teaching experience. Therefore, for such teachers, schools should include subject experiments and professional expertise training in the content of coaching. The goal of coaching is to make teachers become research teachers and expert teachers. Through the coaching of Model 3, teachers have obtained considerable development of professionalism. In general, the coaching goal of Model 3 is to make every teacher an outstanding expert.
Bibliographic list
[1] Guo, Ping. The construction and development of teacher training system / Guo Ping, Liu Yanjin // Journal of Chengdu Normal University. — 2020. — Vol. 36, issue 10. — P. 1-7.
[2] Guo, Ping. The essence and basic attributes of teacher training / Guo Ping et al. // Teachers and Development. — P. 68-71.
[3] Guo, Ping. The value pursuit and the significance of methodology of teacher training / Guo Ping et al. // Adult Education in China. – 2020. — P. 72-75.
[4] Han, Yingjun. Methods and effects of teacher training / Han Yingjun // Academic Research. – 2013. — Issue 9. — P. 36.
[5] Li, Wei. The ontological function and internal mechanism of teacher training / Li Wei, Guo Ping // Research on Continuing Education. – 2020. — Issue 4. — P. 50-54.
[6]Liu, Difang. School-based coaching for teachers / Liu Difang // Zhejiang University Press. – 2004. — Issue 1. — P. 10-38.
[7] Song, Zhengyou. The development trend of mathematics teacher training / Song Zhengyou // Teacher Training in Middle School. — 1998. — Issue 6. — P. 5-6.
