Study On Teachers Like Educationalist

With the development of time and the transformation of the society, teachers are confronted with challenges and opportunities. Teachers’ character and growth have always been the major concerns of education reform. Teacher like Educationalist is a necessity for the development of education and society as well. What is an "Teacher like Educationalist"? How to promote the growth of teacher like Educationalist? These issues should be addressed from theoretical studies and individual understanding and practice, and finally from the development of primary and secondary schools, and from pre-service teacher educational reform.With the thesis of "teacher like Educationalist", the paper sets out to explore the following issues: how to interpret it? What traits does a teacher like Educationalist possess during the development of education both home and abroad? What are the characteristics and standards? What qualities does a teacher like Educationalist have when he or she grows up? How to promote his or her growth both individually and externally? Besides Introduction section, the paper falls into three parts.Part One is about the interpretation of its connotation. As a new term, teacher like Educationalist is not created out of nothing. It has something to do with teacheer man, outstanding teacher, educator, etc. Teacher like Educationalist should be interpreted from the point of teacher’s role-model, development, conditions and practices. It is rather difficult to clearly define a teacher like Educationalist. Whether it be a new symbol or a generalization of teacher’s character, teacher like Educationalist constitutes great significance for the individual and professional development of teachers, and for the reform of education value and system.The second part, that is Chapter two and three, describes history and status quo. In the course of educational development both home and abroad, there are many educational sages. From the perspective of phenomenology, works and biographies of Confucius, Tao Xingzhi, Si Xia, Dewey, Vasily Sukhomlinsky, Neil are re-read. We apply our intuitive experience to analyze their teaching experience, stories and accomplishments. These give us inspirations in the pursuit of truth and exploration of teacher practice, teacher character, and wisdom. In order to clarify the meaning of teacher like Educationalist, we survey the traits through questionnaire, analyzing the teacher like Educationalist in the eyes of majority of teachers from various levels. Take city C’s future educator project and a certain teacher’s blog as case studies, the character traits are classified and described from different angles.Chapter Four and Five constitute part three, which are about character traits, standards and growth. Based on the historical and current descriptions, this part mainly focuses on the traits of teacher like Educationalist from education belief, education practice, educational influence and teachers’ individual characteristics. It also explores the content and significance of the standards of education-type teachers. The growth of a teacher like Educationalist seems to be an endless journey. The individual teacher, teacher group and external social factors all influence the way they grow up. Their growing mechanism includes self-guidance, major study and school-based education.Part Four is the promotion of their growth. The growth of a teacher like Educationalist is not accomplished overnight or produced by mass. It takes professional awareness to promote self-development. It takes constant courage and capability to learn to transcend teachers themselves in order to promote their growth. It takes proper career plan and individual autobiographic action study. It also takes reforms of educational system and teacher and school cultures, which provide them with relaxing and autonomous environment for growth. It is critically important for current pre-service teacher education to base teacher education curriculum on the combination of theory and practice, to add educator research oriented curriculum, and to keep improving the quality of teacher education curriculum.