Action Research For Primary And Secondary School Teachers’ Professional Development

The ideal of high quality balanced education and the difficult task of basiceducation reform need primary and secondary school teachers to become expertteachers with good professional quality. How to make the primary and secondaryschool teachers promoted to be expert from skilled teachers is an under-researchedtopic. Action research is an effective way to promote teachers’ professionaldevelopment. Although the foreign empirical research proves that action research ishelpful for teachers’ professional development, but action research is still in itsinfancy in domestic. What is the role of action research for teachers’ professionaldevelopment and how to improve the teachers’ professional quality through actionresearch remain still to be further discussed. This paper takes the action research ofChangchun promote car economic and technological development zone as anexample to study the role of action research for primary and secondary schoolteachers’ professional development, and to put forward relevant ideas andsuggestions.On the basis of the literature discussion, through first-hand informationobtained from the questionnaire, the paper analyzes the status of the teachers’ actionresearch in Changchun promote car economic and technological development zone,the role of action research for teachers’ professional quality, action research’sinfluence on teachers’ professional behavior, etc. The paper uses the combiningmethod of the theoretical analysis and the case analyses, studying the effects ofaction research to improve the teachers’ professional knowledge, the improvement ofprofessional ability and professional spirit from the micro-level.The whole paper includes three components, the introduction, the main text and theconclusion. The main text is composed by review, theoretical research and practicalresearch, following the technical line of Combining theory research and practiceresearch.The Introduction raises the research questions from the significance of actionresearch, teachers’ action research status and research situation in domestic andforeign country from three aspects, clearing the theoretical and practical significanceof this study based on this, proposing research contents and objectives, defining theconcepts, and pointing out research scope and limitations.The main text reviews and comments research and development status of teacher’s professional development and educational action research situation indomestic and foreign country, and discusses teacher professional development,action research, and the role of action research on teacher’s professionaldevelopment.On the level in the empirical study, this paper uses the questionnaire surveyanalyses the teachers action research status of different action team, the impacts ofaction research for teachers’ professional development level, the impacts of actionresearch for teachers’ professional behaviors, the professional development needs,and the understand of Professional development way of different action team.Studies have found that, in Changchun promote car economic and technologicaldevelopment zone, the teacher action research is good and teachers’ professionaldevelopment level is high. Action research can boost teachers’ professionalknowledge structure and professional ability development, but the effect is notobvious to the promotion of teacher’s professional spirit. The teachers whoparticipates in the action research tend to be expert teachers, and the willingnessdemand for professional knowledge and professional ability are stronger. Actionresearch has certain effects on teaching reflect, reading, writing, cooperation etc inthe professional behavior.In theoretical research level, on the basis of teacher teachers’ professionalquality structure model, according to Live action research case in Changchunpromote car economic and technological development zone, this paper analysesaction research to teachers’ professional knowledge structure perfect, professionalability to improvement, professional spirit ascension, and discusses the boostermechanism of action research to teacher professional development, and analyses thelimitations of action research to teacher professional development.The last part is conclusions and outlook. This part draws conclusion of thispaper from empirical research of the role of action research to teacher’sprofessional development theoretical research and case analysis. Finally, accordingto the quest of documents and conclusion of the research, the researcher raised somerecommendations as the references to administrative institutes of education, schoolexecutive unit, individual teachers and future researcher respectively.