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Research on Volunteer Teaching by Teacher-training Students from Local Minzu Colleges and Universities: Based on Stakeholder Theory

Author(s)

Jie Wang*

Affiliation(s)

School of Educational Sciences, Sichuan Minzu College, 354 Xuefu Road, Guza Town, Kangding 626001, Sichuan, China *Corresponding Author.

Abstract

Volunteer teaching by teacher-training students from local Minzu colleges and universities has an important role in enhancing their teaching ability and alleviating the pressure of teacher shortage in the supported schools where they volunteer to teach. This study initially presents the fundamental concepts of Stakeholder Theory and identifies the relevant stakeholders, including local Minzu colleges and universities, teacher-training students, their supervisors and the supported schools. Based on the stakeholder theory, the interests of the main stakeholders in the internship are analyzed. Then, more contradictions in the internship activities of teacher-training students are found, such as lack of motivation of teacher-training students, insufficient attention from the supported schools, the guidance provided by supervisors lacks specificity in terms of teaching, the parents express concerns about teacher-training students safety, and there is the urgent need to establish a long-lasting mechanism of top-ranking teaching. Last, countermeasures are put forward to promote the sustainable development of top-ranking teaching from the perspectives of the stakeholders: the teacher-training students, their supervisors, the colleges and universities where they study, and the supported schools. In this way, all stakeholders can attain maximum interests, enabling volunteer teaching by teacher-training students from local Minzu colleges and universities to yield its utmost effectiveness, thereby contributing to the enduring advancement of basic education in ethnic regions.

Keywords

Volunteer Teaching; Teacher-training Students; Stakeholder Theory; Interest; Conflict

References

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