A concept understanding of teacher professional development and development stage
(a) teacher professional development
It has been a long time to focus on the development of teachers' professional development, but because of the complexity of the concept itself, there is no unified definition, the researchers from different perspectives and starting point to do a different understanding and definition.
The use of teachers' professional development and teacher professional development, teacher development concept refers to teacher interaction, through participation in various independent, cooperative, formal and informal multiple courses or activities to guide teachers' self reflection and understanding, and help teachers to promote the teaching, research and knowledge services and other aspects of the knowledge, skills and attitudes, is a continuous process a system of targeted guidance, to promote teachers' personal growth and organizational development, the ultimate aim is to improve teachers' comprehensive quality and ability. Teachers are usually regarded as a kind of occupation, but this occupation has its particularity, it puts forward higher requirements and standards for the quality and ability of teachers. A good teacher should not only have the basic teacher qualifications, but also strive to make themselves become the authority of knowledge. In summary, teachers' professional development is a process that teachers' professional development through continuous learning, training and receiving all kinds of education. It is the process of teachers' 's insisting on the concept of lifelong learning, continuous improvement and evolution.
(two) teachers' professional development stage
The development of teachers' professional development through the whole process of the teachers' professional life, and its development is dynamic. From a macro point of view, the development of teachers' professional development is a whole, and it is a whole process from becoming a teacher until the end of his career. But at the same time, we should realize that in the whole process of the development of this profession, the development process is not only a simple continuation of the time, a linear progression, but a spiral type of rise, the connotation of the process of continuous deepening of evolution. There are great differences in the different stages of development, the emphasis and the content of education. The complexity of teacher professional development requires the research on the division of teacher professional development stage, and the research of the development of the teacher's professional development. As early as 1960s, the United States scholar Fuller that has started to study the problem.
It is important to differentiate and study the characteristics and attributes of the teachers' professional development process. It has important theoretical value for teachers' career planning and development. Through the understanding of different stages and characteristics of professional development, teachers can grasp the law of teachers' self growth, rationally face the essential stage of professional development and possible difficulties, so as to make scientific development of their own professional development goals and long-term goals, and to carry out rich productive education, learning activities.
Two, domestic and foreign teacher professional development stage theory research
Research and analysis of foreign teachers' professional development stage
Foreign scholars from different angles, with different theory as the premise, the use of different methods to different stages of teacher professional development, and to explain the characteristics and development of each stage of the proposed. In 1969, the American scholar Fuller compiled the "teacher's attention questionnaire", investigating the various stages of the pre service education and the contents of the teachers "pre service education. Since then, a large number of research results have emerged, the stage of teacher professional development has gradually become the focus of attention of educational researchers.
1972 Katz (Katz) in preschool teacher training needs as the research object, the professional development of teachers is divided into the survival period, consolidation period, renewal period and mature period; 1978 (Huberman) on the basis of Huberman life stage theory of teachers' professional development by stages, including induction period, stable period, experiment and distortion period, revaluation period, calm and alienation, conservative and complaining period and retirement in 1979; Burton (Burden) in the five years before the teachers as the research object, the professional development is divided into the survival stage, adjustment stage and mature stage; 1989 Nen J Deferre (Steffy) based on the humanistic psychology of self realization research on theory, the developing stages of teacher professional development, including the occupation preparation period, authority period, period of retrogression and rebirth period and ending period.
Different scholars have different points and different starting points for the development of teachers' professional development, and the results are different. Fuller "s theory of teacher development is the starting point of the different stages of the pre service teachers, which highlights the main body of the teacher, but the first three stages of the neglect of the students' attention, which is the obvious shortcomings.
Katz's theory of teacher development in the first five years of the professional development of teachers as the research object, the first years of the professional development process is divided into classification, from the teacher's position on the characteristics of each stage. The defect is the first five years after the entry into the job, and not fully studied in the future. Burton's teacher development stage theory is based on a large amount of data analysis, analysis of the basis, the "teaching of the development needs of teachers" and put forward, his stage division and Katz, only limited to the first five years and neglect the more from the teaching time. Fesler's division of teacher professional development course. Compared with Katz, on the stage of Burton, Fesler based on "runs through the whole teachers' occupation career" point of view, put forward a dynamic teacher career cycle theory, which is a major breakthrough in the study of related fields, the new theoretical basis for further research. Study on the method of using Huberman and social psychology, the teacher occupation career were refined, explores the different historical periods of the development of subject occupation career. On the stage of professional development of teachers Sidefei reference Faessler theoretical framework, but also innovation. In the professional career of teachers, professional development is not necessarily smooth sailing, forward, may be accompanied by stagnation and low tide. Stafi stage of the "renewal of life stage", that is, when the teacher professional development encountered difficulties, obstacles, if there is a suitable external push, to promote, will inevitably through the downturn stage, continue to move towards a higher level of professional development.
(two) research and Analysis on the development of teachers' professional development in China
The scholars in our country have carried out a lot of research work on the development of teachers' professional development. On the basis of referring to the relevant achievements of foreign countries, combining the social environment, value concept and educational development, we have carried out the theoretical construction and practical research on the stage of teacher professional development, and achieved remarkable results.
The research results of the teacher professional development stage are: Zhong Zurong's research on the teacher's professional development and its implications for the post four phases: preparation, adaptation, development and creation; Liang Wenxin's four stages of learning, imitating and promoting strategy research; stage; ecological catastrophe; learning, imitating and trying to use stage; stage of ecological evolution; stage of ecological evolution; stage of ecological evolution; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; stage; innovation; stage; Li Zhuangcheng; six stage; in "teacher professional development". Lu Zhenjin in the stage of teacher professional development , mode and strategy Revisited "put forward five stages, adaptation and transition, differentiation and formation, breakthrough and withdrawal, maturity and maintenance, creation and wisdom; Pei Yuejin in" consider "the basic connotation of teachers' professional development put forward eight stages, preparation period, initial period, adaptation period, mature period, tenure, wins the creation period, stable period and withdrawal period. In addition, Shao Baoxiang, Wang Qiurong, Ye Lan, Luo Qin, Jian Wei RAU also in related studies on Teachers' professional development stages are divided.
Domestic scholars research on the development of teachers' professional development stage, because of their respective starting point and focus of the distinction, the results have their own characteristics, both for foreign reference, more is the combination of national conditions and innovation. This paper discusses the process and situation of the development of teachers' professional development, and describes the psychological, beliefs and material requirements of different stages, and puts forward the development goals for the teachers' personal development.
Three, teacher professional development stage theory to the teacher education enlightenment
Teacher professional development stage theory of teachers education work of the enlightenment can be divided into two levels: first, based on the overall construction of the teachers of the macro level, the two is the individual professional development of micro level.
(a) the strengthening of the whole construction of teachers' team
1 innovative teacher training mechanism. In order to improve the overall quality of teachers, the education department has been attached great importance to the work of teachers' education and training. Teacher professional development of the stage requirements in the construction of the teachers should follow the two principles: first, the hierarchical design of teacher training program. There are different requirements and contents in different stages of teacher professional development, which should be targeted at different stages of development, and put forward specific training objectives and tasks. Second, targeted training content. In the same stage of the development of teachers' professional development, there are some differences in the knowledge structure, professional field and research interests of the teachers, which lead to different contents and expectations. This requires that the main body of teacher education training in the development of professional education, in the same time, but also reflects the individual's attention and tendency.
2 innovative teacher evaluation mechanism. The evaluation of teacher professional development is one of the main contents of teacher professional development, scientific and effective evaluation system and mechanism can promote teachers' professional development, improve the overall quality of teachers, is conducive to improve the overall level of teachers. Teachers' professional development stage theory put forward new requirements for teachers' evaluation work. First, explore the establishment of a development evaluation mechanism. Teacher professional development is a periodic process of dynamic development. In the development of teacher evaluation, it is not only to see the results and performance of the teacher in a certain stage, but also to develop the potential and the development prospect. Second, to carry out the evaluation of the distinction. In the same professional development stage, the performance of different teachers will be different, such as the use of the same standard evaluation of the new and old teachers certainly not appropriate, which requires the establishment of a more detailed evaluation system and system.
(two) to promote the development of individual teachers' professional development
1 set up the consciousness of independent development. Each teacher has their own specific situation, teachers' personal professional development can not be applied to a unified model, teachers should change their ideas, establish a sense of autonomy, professional development into a deep integration of life planning, and to establish a long-term goals, planning and implementation of programs, try to establish a professional development path, and eventually will become a professional business skills, high quality, outstanding talents.
2 select the appropriate development path. Professional development is the problem that every teacher can not avoid, how to combine the existing external conditions and internal factors, objective and reasonable choice for their professional development path is very important. Teachers should be established on the basis of self-awareness in the choice of the path, to show their advantages, avoid their own short board, professional development path can not blindly imitate and blindly follow others, but not stagnant, at a loss. The path of scientific development can lay a solid foundation for the development of the teachers' professional development, and promote the comprehensive improvement of the professional level and comprehensive ability of teachers.
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