Study On The Operation Masters Studio On The Orientation Of Teachers ’ Professional Development

At present, the elementary education of our country is experiencing an important period of historical change, which is exerting considerable influence on tens of millions of primary and secondary school teachers. In the circumstances of school reform, curriculum improvement and education qualityimprovement, how these school teachers raise their professional development faith and how to realize their professional development become the core issue in the process of current elementary education reform. A great deal of practice from the elementary education provides us very important research perspectives. Masters studio, as a typical sample, stands out in the process of long-term focus on primary and secondary school teachers’ professional development. With the help of the distinguished teacher’s own valuable resources, Masters studioplays its radiation and leading role in the region and motivates a good number of teachers’ professional development. Under distinguished teacher’spersuasion, the studio members interact with each other and get a constantly understanding of the pain and joy of growth.Also under the guidance of our teacher studio, education quality of primary and secondary school, is experiencing a subtly and positive change. Based on the above, this study taking the Masters studio as the core research content, discusses the following theory problems: the generation of distinguished teachers, members’ selection of the studio, the operation of the studio, based on the semi-structured interviews with the distinguished teachers.In order to further clarify the Masters studio’s profound influence on the teachers’ professional development, this study first makes the analysis of current middle and primary school teachers’ professional development of our country, then indicates the research origin, the methodology and some other relatedprevailing factors of this study, meticulously presents previous research and then systematicallyinterprets the basic train of thought and the overall framework of the research, and finally illuminates the innovative points and the limitations of the research. The studygets that the teacher studio research should take social community theory, learning organization theory and situated-learning theory as its theoretical basis, to constantly support the teacher studio to play its role.From the point of personal life history, distinguished teachers’ development can be affected by the following two kinds of factors: the endogenous factors including personality, career passion, professional development, reading, reflection scientific researchand the exogenous factors including the key leading person, family atmosphere, environmental impact of the school and the specific institutional arrangements.From a distinguished teacher to aleader of a Masters studio, the identity of the teacher converted into a team cohesion, a demonstrator, a leader and an organizer, therefore he need to rebuild his professional roles, shift work method, update the way of thinking.After arduous exploration Jilin province gradually build a number of Masters studio, which played an important role to the teachers’ professional development. In this process, with the modes of teaching diagnosis, theory learning, practice communication, Masters studio build a practice platform to improve the accumulation of the teachers’ ontological knowledge, conditional knowledge, and practical knowledge and meanwhile drive the diversificationchange of teaching design, the dynamic generation of classroom teaching, autonomous steering ofteaching reflection, developmental orientationofteaching evaluation, the normalized orientation of education research. During the interview, both leader and teacher members of theMasters studio think that Masters studiopromote the teachers’ professional identity, relieve the teacher’s job burnout, inspired the teachers’ reflection.However, Masters studioalso faces many institutional and subjectivitypredicaments.The following predicaments restrict the operation of Masters studio: ambiguous orientation, time conflicts, evaluating fatigue, lack of funding, in turn, affect the teachers’ professional development.Therefore the dynamic mechanism, integration mechanism, incentive mechanism, control mechanism and guarantee mechanism are needed tocreate an effective operation mechanism of full participation, whole process monitor, coordination and management of all aspects.At the same time, theleader ofshould be close to the forefront of teaching and coordinate with other teachers and rebuild his identity to convert himself into a vision maker, a culture builder, a reformer and a conscious reflector and form thesubject intervention thinkingand dynamic generative thinking.From this perspective, the Masters studio is a kind of special social community, is the situation learning process of teacher’s professional development and is also a kind of learning organization evolution in the elementary education situation. The operation of Masters studio is not only the accidental and inevitable process of teachers’ professional development, but alsoa kind ofdifferentiation andre-engineering of the teachers’ development community;not onlythe process of thought fracture and practiceinheritance of the teachers’ professional development but also the dynamic factors and static factors in the teachers’ self construction process.To a certain extent, not Masters studio promote the teachers’ professional development, but the teachers themselves make great effort to promote teachers’ professional development level.The essence of Master studio is the process of teachers’ professional developmentand the collaborative innovation of teachers’ education and is an important and inevitableformin the process of teachers’ professional development.