Research Article | OPEN ACCESS
A Probe into Psychological Training for Professionalization Development of College Teachers
Yong Zhao
Department of Ideological and Political Education, North China Institute of Water Conservancy and Hydroelectric Power, Zheng Zhou 450011, China
Research Journal of Applied Sciences, Engineering and Technology 2013 5:1627-1632
Received: July 17, 2012 | Accepted: August 17, 2012 | Published: February 11, 2013
Abstract
In this study, we have a probe into psychological training for professionalization development of college teachers. Professional quality is the key element of the quality structure of teachers as well as a major indicator of the professionalized level of teachers. The development of teacher professionalization is influenced by personal factors, school factors, governments’ educational policies, the society’s cognition and location of teachers’ roles and many other factors; the dominant influencing factors under the specific conditions in different periods are various and we shall understand the main factors influencing the development of professionalization under specific conditions to promote the professional development of teachers. With the acceleration of social development, psychological factors, among the personal factors come to play a supporting and dominating role in the development of teacher professionalization, which influence the speed and professionalized level of teachers’ professionalization development. Therefore, the exploration and research into the establishment of a psychological training system in the professionalization development of college teachers is of vital importance for the development of teacher professionalization.
Keywords:
College teachers, professionalization, psychology,
Competing interests
The authors have no competing interests.
Open Access Policy
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Copyright
The authors have no competing interests.
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ISSN (Online): 2040-7467
ISSN (Print): 2040-7459 |
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