Generalized Perspective Teacher Development Research

"Technology is a kind of tool and mean which can assist the teaching procedure. Such kind of view is becoming the popular guideline of education researchers, and practitioners. Indeed, after the repeated failure of technical optimists' fulfillment of their nice promises and the lament of technical pessimists who have been unable to stop the technology finding its way in the field of education. So, many people view "Instrumentalism of Technology" as a rational choice. But it is this popular concept that induces the break-up of the inherent relationship between teachers and technology consciously.Only by resorting to the philosophical thinking, the great "secrets" under technology apparent phenomena can be revealed. "Technology Turn" in philosophy provides the ideological foundation for us to evaluate the faculty and uncover the deep-seated inherent relationship between teachers and technology from technical view (we have chosen the view of broad technology which takes on itself humanist tradition). In Marxist philosophy of practice, the theory about the two-way interaction between subject and object, which can be the basis of epistemology and methodology for us to surmount the traditional pattern of understanding about the relationship between teachers and technology.We use the term "technicity" to refer to the trace of it's function. In its basic nature, technology involves a kind of "breaking" in the natural state of existence or the natural process of their development, and taking objects into the "artificial process" by human intervention. In this point, "technicity" means "non-nature", or "artificiality". In the sense of the role of teachers' professional practice in the development of human, technicity is one of the inherent attributes theachers' profession itself have. Technicity in teachers' power of essence is the inherent basis of the effect of technology and also the confirmation of the effect of technology on teachers. In fact, technology' effects on teachers means the involving of technicity in teachers power of essence. We called this process "technicalization of teacher". By the theory of the practical relationship between subject and object, we can find that the two-way interaction and construction between teachers and technology bring about the educationalization of technology and the technicalization of teacher. Under the effect of technology, teachers power of essence is deconstructed and reconstructed, with technicity being integrated. As a kind of innovative and integrated strength, technology becomes a major force in the development of teachers.Historically, the technology in a certain era takes on its specific spirit of that time. On the other hand, as the product of the social division of labor, teachers profession is also deeply imprinted by the time. Each era, the technicalization and development of teachers is linked closely together invisibly. From pre-modern to modern, technology has been injected into the scientific rationality. Educational scientific movement provides the common knowledge base for "modern educational technology" and teachers' specialization. The combination of technicalization and specialization promotes the process of the integration of technicity also with modernity into teachers' power of essence. This promotes the development of teachers to modern technology-based professional orientation. Nowadays, technicity has become the third criteria teachers' professional features. The rise of post-modernism, with the support of the post-modern educational technology which is "high-tech, high-humanistic", the technicalization of teachers is showing new features, which is expected to promote teachers' development orientate towards the humanities.Whether from logical analysis or historical facts, technology is not just tools to teachers, and teachers are not just the operator of technology. Not only does technology construct the educational living world of teachers, but also shape teachers living in this world. We must overcome the unipolar mode of thinking by which we think simply from technology's function or simply from the ability of teachers, and adhere to the practice methodology principles, by which we inspect the effect of technology on the development of teachers in the context of relationship of interaction between teachers and technology.