Research on Closed-Loop Training Strategies for Teaching Competence of New Primary and Secondary School Teachers in Regional Contexts

Abstract

Against the backdrop of deepening reform in basic education and the trend toward a younger teaching workforce, new teachers face systemic challenges such as disconnect between theoretical learning and practical application, fragmented training resources, and homogenized training. Based on the functions of municipal teacher training institutions, this study proposes a "closed-loop training strategy" centered on the four-stage process of "classroom observation - evaluation - revision - re-teaching". By constructing a four-dimensional strategic framework (structured closed-loop mechanism, cross-school resource integration, stratified targeted guidance, and comparative teaching application), the strategy systematically addresses issues of targeting, sustainability, and collaboration in new teachers' competence development. The research clarifies the theoretical basis and practical logic of the strategy design, providing an operable path for the structured improvement of regional new teachers' teaching competence. Its innovative value lies in forming a complete strategic chain of "problem diagnosis - strategy adaptation - effect prediction", enriching the methodology system of teacher professional development.