HOW TO TRAIN UNIVERSITY TEACHERS


WANG Ruiqin

P.R.CHINA

WANG Ruiqin
Academic Director.
Education Philosophy Social Sciences Humane Studies And Art Research Centre
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ABSTRACT
A qualified teacher must have noble ideological and
moral character and should h

ave made noteworthy academic achievements. He also
should have his own unique te

aching style, the pyramid of knowledge composition and
an impressive record of f

ormal schooling. Finally, he must be flexible in
dealing with the relations betw

een teacher and students.
As an active teacher, a qualified teacher must be a
teacher not only in name but

also in reality. He must be a model of virtue for
others, and he should also se

t a good example with his own conduct. He should
engage in scholarly research, a

nd be good at discovering and developing the
glittering points of his students.

The author also provides a set of tentative ideas
concerning the hiring, assessi

ng and training of teachers.

Ideological and moral character:A teacher should be a
model of virtue for others

, love life, show loving care for life, have ideals
and morality, and become the

man existing in the state of subject.
Academic research:A teacher should be one who has made
academic achievements. He

must have an inventive mind in the research fields
and continually make new ach

ievements in scientific research so as to improve his
teaching by strengthening

his knowledge of his field of study.
Teaching:A teacher should know pedagogics and
psychology, and be one who is good

at adopting different teaching methods according to
the peculiarities of the cu

rriculum he is teaching and the psychological
characteristics, cultural levels,

specific personalities and interests of his students.
He must encourage his stud

ents to be flexible in grasping knowledge and
enhancing their abilities.
Knowledge composition:A teacher must have the
knowledge composition in the form

of a pyramid based on his own deepgoing research in
his speciality and his knowl

edge of other relevant branches of learning. He must
follow with intense interes

t the newest developments in other branches of
learning so as to improve his qua

lities as a fully educated teacher. He must be able to
quote copiously to suppor

t his theses in both his teaching and scientific
research. Stones from other hil

ls serve to polish the jade; that means other
people¡äs advice is of help.
Formal schooling:A teacher need at last three masters
degrees from different spe

cialities.
Relation between the teacher and his students:A
teacher should pay attention to

the position of subject of the students, cultivate
their sense of subject, and m

ake them become men existing in the state of subject.
He should be strict with h

imself and lenient towards others, and should be
flexible in dealing with the re

lations between teacher and students. He must be the
teacher and model of the st

udents in learning and morality as well as the
intimate friend of his students i

n their minds and sentiment

A teacher must instruct his students on how to conduct
themselves in society; he

imparts the professional knowledge to his students,
and answers and explains hi

s students¡ä puzzles and questions; he plays the key
function in producing good

or bad teaching effects in his teaching proceedings.
Outstanding students inevi

tably come from outstanding teachers.
First, a teacher must match his title to the reality,
and be a man existing in t

he state of subject. Because man existing in the state
of subject is the process

, not the result of existence, it is always in the
present progressive tense. So

as a teacher, he must always be very strict with
himself, do scholarly research

, pursue the truth, and cultivate his students to
become men existing in the sta

te of subject. Only in this way, can the teacher make
his reality exactly match

his title. Should he function to the contrary, he
would be a teacher in name onl

y.
Whether the title is matching the reality or not, is
the sole criterion for asse

ssing whether a teacher is a qualified teacher or not.
For example, if someone d

oes not have the moral character and scholarship of a
teacher, he is not a real

teacher in essence and reality. He would be a teacher
in name only. In his func

tioning, he would provide wrong guidances to his
students in his teaching procee

dings.

Si

milarly one,though a qualified teacher, who gives up
the pursuit of subjective c

onsciousness will also become a teacher in name only.
He would only explain the

textbook's content and correct students' papers
mechanically. In his functioning

, he would fail to give proper guidances to his
students, because he does the te

aching tasks only as a matter of form, not as a way of
cultivating people of mor

al integrity and educating people of ability.ª¤
Second, a teacher should be a paragon of learning. He
must cultivate his moral

integrity before he tries to cultivate others, and
educate himself fully before

he tries to educate others. And he must be a paragon
of morality and a model of

behavior to his students. If a teacher has a low
moral character and a morbid m

entality, though he has gained many remarkable
achievements in the field of teac

hing and scientific research, still he is not a
qualified teacher. The main reas

on is his thinking and behaviour can pollute his
students' spirits, and provide

wrong guidance to their idea. This is because, if the
upper beam of a building i

s not straight,the lower ones will go askew.ª¤
Third, a teacher's dressing habit, temperament,
statements and actions exert an

imperceptible influence on his students' thinking and
actions. Example is better

than precept. For instance, should a teacher see a
bicycle lying down on the gr

ound near a road, and some students standing nearby.
It will not produce a good

educational effect, if he merely tells the students to
straighten up the bicycle

and takes this opportunity to teach them the reason.
However, if the teacher hi

mself straightens up the bicycle, saying nothing, it
will produce a great influe

nce on the students' thinking.ª¤
Fourth, a teacher must do scholarly research, and
stress both cultivating people

of moral integrity and educating people of ability.
He should not only lecture

on the material of the textbook, but also impart
messages and knowledge outside

the textbook to his students. For example, when a
teacher teaches some important

and controversial content of

a textbook, he should tell the students about the many
different schools of thou

ght and viewpoints which exist and have been developed
by both internal and inte

rnational scholars, and how many research topics are
being pursued.
He should encourage his students to actively think of
and pose penetrating and p

rofound questions and problems to challenge him. By
doing this, the atmosphere o

f the classroom can be invigorated, the students'
thinking processes can be broa

dened, and teaching benefits for teachers as well as
students can be realized.ª¤
When a teacher gives lessons, he should pay close
attention to the students mood

s and facial expressions, so as to change the planned
contents of his lecture or

teaching method. After class, he should have
heart-to-heart talks with any stud

ents who always ap

pear in low spirits or listless during the less

ons, to help him/her to overcome and solve the
problems arising from erroneous t

hinkings or questions which he/she faces in their
everyday lives. If it is neces

sary or possible, the teacher should galvanize other
classmates to come to his/h

er assistance. A teacher should also have a
confabulation with his students at e

ach break time to understand the states of their
thinking and study. By doing th

is, it can contribute to the teacher's further
improvement of his teaching level

and attainment of better teaching effects; Besides,
the teacher's world outlook

, behaviour, and the way he handles affairs can make
deep impressions on the stu

dents.ª¤
When a teacher corrects the students' papers and
school assignments, he shoul

d be scrupulous about every detail. He should wri

te each student different comments, such as
encouragements, spurs, strict critic

isms, and systematic guidances, according to the
students' individual characters

,

levels, abilities and study ways, and the states of
papers and school assignmen

ts; under these circumstances, the objective of both
the cultivating of people o

f moral integrity and the educating of people of
ability can be achieved.ª¤
Fifth, a teacher should be good at looking for the
glittering point of each stud

ent, and make them fire and seeth with excitement to
realize the aim of spreadin

g far and wide. He should kindle good with good to
make the students become mora

l and intellectual people.ª¤
TRAININGª¤
1. Building Academic-oriented Teachers.ª¤
1.1 A university should regularly encourage and
support the building of the py

ra

mid of knowledge composition for the newer-engaged
teachers. In this way, teache

rs of liberal arts will systematically learn some
knowledge of natural sciences,

and better understand the recent developments in
science and technology; simila

rly the teachers in the science faculties will
systematically acquire some knowl

edge of liberal arts, and try to see the world through
more philosophical eyes a

nd poetical aptitude. At the same time, the university
should provide pedagogica

l and psychological specialists to educate their
faculty in these fields. Tuto

rs in these specialities should also be provided to
interact with young teachers

and discuss their teaching experiences. It will help
the teachers to better und

erstand the methods of teaching rational knowledge so
that they might avoid deto

urs in the future.
1.2A university should encourage and support its
teachers to participate in in

t

ernational and internal academic exchange
activities.It should also provide fina

ncial assistance for them to study for doctorate or
masters¡ä degrees in the

ir spec

ialities or in other branches of learning at famous
international or internal un

iversities.Such policies will breed an

increased or enlarged breadth of vision and
understanding in the teachers and im

prove their teaching and research as a whole.
1.3A university should regularly hold teaching
research conferences or classes

,o

ften,if possible in cooperation with other
universities.In this way the teachers

c

an exchange their teaching experiences with each
other,move ahead in seeking tea

ching objectives and the laws of teaching and actively
pursue research in teachi

ng materials and methods.As a result,the teaching
levels will be raised.Teachers

in different fields of learning and research can
share each other's views and c

ooperate in their pursuit of better pedagogy.
2. Building Assessment Methods.
2.1A university should establish a code of ethics with
specific indices in ord

e

r to regularly assess its teachers.It would be
conducive to encouraging the teac

hers to continually strengthen their ideological and
cultural outlook or perspec

ti

ves,and to move ahead in enhancing their moral
qualities.The assessment should b

e carried out in three aspects:First, the opinions of
students should be sought

a

nd carefully considered.Second,the views of the
society should be listened to at

tentively.Third,the teachers' opinions should be
respected.The assessment should

combine a qualitative analysis ass

essment with a quantitative analysis assessment,
strive for fair and objective r

esults.
2.2A university should establish a set of
psychological tests for teachers and

s

tudents.These should be administered periodically and
the results of the teacher

s should be kept in archives as one basis in deciding
whether to rehire a teache

r at the end of his term of appointment.
2.3A university should set up groups of specialists to
assess the results of i

ts

teachers¡äteaching and scientific research.In the
teaching assessments,the spec

ialists should not only review the the
teachers¡äclassnotes,teaching papers and

reports but also examine whether their examination
questions are in accord with

the

teaching outlines ,and whether they grade their
examination papers in a fair an

d

just manner.The specialists should often attend
lectures of the teachers to che

ck their teaching levels,qualities,and attitudes, and
chat with the students to

know their opinions about their teachers.And in their
review of scientific resea

rch,the specialists should not only examine the
teachers¡ä positive results and

published papers but also learn how much influence
they exert in international a

nd internal academic fields.
3. Building System.
3.1A university should establish a policy to avoid
anti-inbreeding.In their po

s

t-graduate programs,the university should enroll
students from other specialitie

s of the their university or from other
universities,and not only enroll the gr

a

duates of the original speciality of the original
university .Similarly,the univ

ers

ity should only hire new teachers who have earned
their masters¡ä and/or Doctor

a

l degrees from international or other internal
universities and not hire graduat

es from the original speciality of the original
university.The effect and influe

nce of such a policy are essentially to encourage the
blending of various acade

m

ic views and to raise the levels of teaching and
scientific research of the teac

hers in each department.It is a truth that one kind of
blooming flower can not p

rove spring;only many different kinds of blooming
flowers can tell us that sprin

g has truly arrived.
3.2A university should appoint every teacher to be the
tutor of ten or more st

u

dents ranging from first grade to fourth grade.The
university should check the c

onduct and ability of each tutor regularly,and replace
in a timely manner,those

who are not performing well.
3.3A university should establish an appointment-review
system.If a teacher is

n

ot evaluated as up to the standard four times during
the processes of the code o

f ethics,or three times in the achievements of
psychological tests, or two times

in the results of the assessment of the positive
results of teaching and scient

ific research,he will be dismissed before the end of
his term of appointment.If



a teacher wants to be engaged by the university
again,his achievements of teachi

ng and scientific research should be checked and his
results of the assessment

of the processes of the code of ethics and the
achievements of the psychological

tests during his preceding engaged-term should also
be considered.
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