Research On Teacher Training Courses That Point To The Professionalism Of Teachers

Forming and promoting teachers' professional competence is the core task of teacher education,and in-service teacher development is an important way to improve teachers' professional competence.However,there still exist problems for the current teacher development curriculum to meet teachers' practical needs,comply with the learning characteristics of teachers and improve the implementation effectiveness.Therefore,to carry out the research on teachers' professional development curriculum based on teachers' professional competence will help innovate the curriculum contents and implementation approach,and promote the development of teachers' professional competence.Conducted on the basis of problems using the approach of case study,this research mainly focuses on teacher development curriculum objectives,contents,implementation,evaluation and support mechanism.In this study,the construction program of secondary school and kindergarten teachers' network development courses focusing on analysis of instructional materials and approaches in City S is chosen as the object of case study.Firstly,from the perspectives of teacher professional development orientations---the rational orientation,the practice reflection orientation and ecological orientation,this researcher analyzes teachers' professional competence and establishes the structure of teachers' professional competence,which is composed of pedagogical content knowledge,instructional skills and practical reflection ability.Among them,the pedagogical content knowledge includes subject knowledge,student knowledge,curriculum knowledge and teaching strategy knowledge;teaching skills include the ability of teaching design,organization and implementation,and the ability of assignment design and evaluation;the ability of reflective practice mainly includes the ability of reflection after action and the ability of reflection in action.This paper probes into the characteristics of teachers as adult learners from three aspects:self-directed learning theory,adult learning life situation theory and adult learning transformative learning theory,and points out that teachers' professional development curriculum should focus on teachers' active learning,problem situation,collaboration and reflection.Based on the objective model of curriculum development and curriculum community theory,this research also explores the development mechanism and mode of teacher development curriculum.Secondly,from the perspective of practice,a questionnaire is used to investigate 420 teachers in District H of City S and examine the level of teachers' professional competence and expectations and requirements for teacher development curriculum.The survey shows that the current teachers' knowledge base is not strong;their instructional skills to promote students' effective learning are relatively weak;teachers lack of reflection on teaching practice situation;practical reflection ability has obvious effects on the improvement of teachers' professional competence;teachers have strong desire to solve the problems in the practice of teaching.Teacher development curriculum lacks practice and interaction.Based on the problems found in the investigation,this researcher puts forward that the teacher development curriculum should pay more attention to teachers' professional competence,and the requirements and learning characteristics of teachers as adult learners.Also,integrative mode of research and learning should be adopted to develop the curriculum.Thirdly,based on theoretical exploration of teachers' professional competence and investigation of their current competence level and curriculum requirements,this researcher examines teacher development curriculum objectives and content system matching the objectives.Under the guidance of adult learning theories,the research focuses on and complies with the requirements and learning characteristics of teachers as adult learners and explores the implementation of curriculum,which contains four step-by-step and closely linked procedures---the thinking of realistic problems,theory learning,case analysis and practical reflection,and adopts multiple learning evaluation oriented towards teacher improvement.Meanwhile,this study explores the support mechanism of teacher development curriculum in terms organization,system and quality control,and points out that it is necessary to improve the construction of the organization system for the development of curriculum,the curriculum deliberation system based on practice and process,curriculum effect evaluation system and curriculum support system,and strengthen the quality control of curriculum development.Finally,a number of teacher development courses based on teachers' professional competence have been developed through research.With integrative mode combining research and learning adopted to develop the curriculum and effective curriculum support mechanism,the courses developed have proved to meet teachers'needs to a certain extent.Based on research findings,five suggestions are put forward as follows:(1)the structure of teachers' professional competence should be clarified further;(2)curriculum development should focus on the problems in teaching practice and teachers' requirements;(3)Research and learning should be integrated as an approach of teacher development curriculum implementation;(4)Teacher development curriculum should adopt multiple evaluation methods;(5)Teacher development curriculum support system should be established and improved.