Research On Teachers' Competencies Improvement Knowledge'n' Dexing's Perspective

From Knowledge'n'Dexing's perspective, coordinating logic, empiricism, maneuverability, internalization and heuristics, which deduced from the comparison of the implications of "knowledge", "dexing", "science" and "wisdom" in western and Chinese cultures, the author makes researches into teachers' competencies improvement. Consequently five structural metaphors, "Lotus Model of Methods and Processees", "Umbrella Model of Competencies of K-12 Teachers in China", "Tree Model of Teachers Education Programmes", "Gears Model of Guidelines to Implementing Teachers Professional Devopment Approaches in School" and "Windmill Model of School Change", are constructed.Firstly, through BEI with 32 teachers from 7 provinces and 2 municipalities, their behavioral events are analyzed and coded in comparison of total frequencies, average points and highest points between outstanding and average teachers. Consequently 9 characters are divided into 4 threshold competencies (P>0.05), 4 differentiating (P<0.05) and 1 unidentified(average point P>0.05,but others P<0.05), which is out of exp(?)ation. Furthermore based on 9 competency characters, 4-rating-scaled teachers' competencies behavioral indicators with 3-dimentions are developed and 307 valid questionnaires are received. With the T-test and analysis, Iceberg Model be replaced by Umbrella Model, since 9 competency characters could not be divided simply into threshold and differentiating catergories but play 9 different roles in teachers' professional practice.Secondly, based on the behavioral indicators above, 3-categorized teachers education programmes in S Normal University are reformed and casestudied. 1) "5-Moduled Undergraduates Teachers Education Programme" and its implementing roadmap are designed and a lesson study of "educational theory" is conducted. 2) Integrated training programmes of "Thematic Seminars + Practice Fields Workshops + Student Teaching" for Master of Education and their implementing processes are developed, thereafter 4 approaches to solving problems in implementing the integrated programmes are figued out. 3) In addition, 3 in-service teachers training programmes (Teaching Difficulties Clinics at weekend, Seminar in Holiday, and Mobile workshops) and implementing roadmap for weekend Clinics are studied. With the three newly-reformed programmes mentioned above, "Tree Structural Metaphor" is made out.Thirdly, difficulties and obstacles in improving teachers' competencies by the ways of Lesson Preparation, Class Observation, Professional Cooperation and School-based Training, are found out with their causes and effects, through questionnaires to 360 teachers from 7 provinces and 2 municipalities. After analysis of the causes and effects, 15 teachers selected from the questionnaired teachers are grouped and inteviewed. Consequently "Lesson Preparation and Reflection Mode", "Guideline to Collaborative Lesson Preparation and Study", "Guideline to Random Class Observation and Study", "Guideline to Open Class Observation and Study", "Guideline to Cooperative Apprenticeship" and "Seminar Guideline", are built by author-led focus group interviews, which are emboding in Gears Structural Metaphor.Forthly, cooperating with 11 teachers, the author designs schools changing roadmaps for School A, B, C and participates into changing process of School A to enhance cooperative teachers' competencies improvement by 4 steps: 1) Through "rating scales + BARS", 11 teachers' individual and collective weak competencies in Umbrella Model are figued out, and then action plannings for cooperative teachers' competencies developing are done by coordinating with cooperative teachers respectively. 2) With the skills of reformed "Management by Objectives", organizational changing stratigies facilitating action plannings of School A, B and C, are established in collaborating with three schools' administratives. 3) The author, partly from ethnographical point of view, conducts in fields researches into the changes of technologies, structures and performance management in school A. In this procedure, "Guideline to Reflective Teaching Video", "Guideline to Online Space for Lesson Study", "Teachers Sociometry in School A", "Improved Teacher Appraisal", are developed. 4) Through enhancing "Teaching Competition", organizational culture of School A is being reshaped and improved.Finnally, Unfinished and imperfect parts in this research are pointed out for further studies.