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The Study On Teachers' Growth

Posted on:2004-11-12Degree:DoctorType:Dissertation
Country:ChinaCandidate:C M ZhaoFull Text:PDF
GTID:1117360092998204Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
The teacher professional growth is that teachers have learned how to teach and play relevant roles in their teaching lives. It is the process of socializing teacher. Teaching is a kind of life style; it is the profession of humanization. Who they are as teachers is deeply embedded in who they are as people and in the kind of lives they lead and once led. The fine qualities and action of teaching are highly important for a novice teacher becoming an expert or excellent teacher. The expertise in teaching is a core factor to discriminate teaching from other occupations. During a teacher growing up he or she wants to possess beliefs, knowledge and technical ability that experts or excellent teachers take on. Teacher's beliefs are the core of qualities of teaching, and they are predominant in all qualities. The rational belief system of a teacher is congruent, reflective, appropriate and open. It is a key that a teacher changes his or her irrational beliefs for continuing professional growth. We suspect that significant positive changes in belief are byproducts of living within challenging yet supportive environments over extended periods of time and with others who themselves are engaged in the quest for personal and professional development. It takes place within the continuity enabled by the teacher's being a person centered on service; it happened in the course of living a life, aging, and selectively responding to dynamic and unpredictable situations at home and at work. It is the most important for a teacher to hold practical knowledge in all kinds of knowledge. In carrying out the work, a teacher exhibits wide-ranging knowledge that grows as experience increases. This experiential knowledge is informed by the teacher's theoretical knowledge of subject matter, and of areas such as child development, learning and social theory. The individual teacher integrates all of these kinds of knowledge in term of personal values and beliefs and as oriented to his practical situation. The practical knowledge of a teacher focuses attention to the action and decision-oriented nature of the teacher's situation, and construes his knowledge as a function, in part, of his response to that situation. Blending practical knowledge with intelligence, the teacher flexibly solves the complex problems in the complicated teaching situation. The expert teachers master a repertoire of instructional techniques, classroom management skills, and so on. They move from rule-based behavior to understanding the relevance of context and the constraints it imposes on ... behavior to fluid performance based on intuitive understanding. The experts are not consciously choosing what to attend to and what to do.They are acting effortlessly, fluidly, and in a sense this is rational, because it is not easily described as deductive or analytic behavior.Teachers are all subject to influences from the exterior factors and their psychological factors during the process of professional development. With respect to the former, they include the state policy of education, administration of schools, culture of teachers, climate of schools, positive critical incidents, and so on. They are the guarantee of teacher development. With respect to the latter, they include the cognition, professional morality, needs and motives, self-evaluation, and so on. Practice is the decisive factor for teacher development. The good conditions for teachers are central to long-term professional growth.We proposed five stages: the preparation stage, adaptation stage, impact and stabilization stage, stagnation and withdrawal stage, and continued professional growth stage. Each stage reflects the different characteristic behavior of teacher. During the preparation stage, the novice teacher imagines what teaching will be like the wonderful teachers of his past. The fantasy is interrupted by student teaching but returns for those who continue in their resolve to become teachers. During the adaptation stage, the transition from student teaching to a first job often proves shocking...
Keywords/Search Tags:teacher growth, professionalism, development stage, practical knowledge, practical wisdom, educational model, educational strategy
PDF Full Text Request
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