Research On The Mechanism Of Teacher Professional Development From The Perspective Of The Field Theory

The importance of improving the quality of education has become increasingly prominent.Globalization,information technology and the influence of knowledge economy society make teachers work in the increasingly complex network of relationships.The network structure is related to the teacher's regional relations,spatial relations and multi-subject relations,including the entity school where the teachers are working and the social environment which exerts influence on teachers outside the school.Whether the teacher's professional development being carried out smoothly and efficiently depends on the establishment of a harmonious coordination mechanism among these networks.This research focuses on the effective mechanism of teacher professional development,and uses the methods of literature,interviews and case studies and so on to analyze the complex interaction process between teachers and all levels of government,universities and scientific research institutions,school administrators and teachers and students from the perspective of sociological field theory.This research discusses and analyzes the low efficiency of teachers' professional development in the contradiction between external control and autonomy,and puts forward the corresponding strategic methods to solve these problems.Based on Bourdieu's theory of field,the study takes the relative relations of the core concepts of field,capital and habitus as the analytical framework which will be divided into four parts: theoretical construction,problem description,mechanism formation and the plight of transgression.Firstly,the construction of the theoretical analysis model of teacher professional development in school field is based on the structural characteristics of the practice of teachers' professional development and the characteristics of teachers' professional capital.From the perspective of field types,the teachers' professional development field can be divided into the meta-capital(bureaucratic capital)field which represents the field of power,the University and School(U-S)professional field which is determined by the professional capital,and so is the school semi-bureaucratic capital field and semi-professional field teachers.It is necessary to analyze the field structure from the relationship between the domain field and each sub power field,the internal structure characteristics of the sub fields and also the agent habitus of each field.For the internal structure of the field,the analysis will be carried out in the following steps: the faith and interests of relevant agents who enter the field,the established position of the agents when they are in the field of capital conflicts,and autonomy of the environment when the agents are in the sub field.In short,the field of teaching profession development is a place where different types of capital and power conflicts are interwoven together,in which teachers are trying to seek their own position,follow the "rules" of each field,and to maintain their own professional development interests.Secondly,the research analyzes the current situation and problems of the field structure of teacher professional development from the relationship between capital and field,and the empirical research and literature analysis are employed to reveal the reasons for the imbalance of the field structure and the multiple dilemmas brought about by the development of teachers' professional capital.These multiple dilemmas include the problem of human capital resulting from the interest differentiation of different agents and the lack of teachers' professional identity,the social capital problems caused by the inefficient cooperation among the agents in different fields and the problem of teachers' professional decision making because of the implementation of the bureaucratic capital.Thirdly,the research analyzes the formation of the causes of mechanism difficulties from the perspective of field and habitus,pointing out that the imbalance of the field structure brings the misrecognition to the formation of the agents' habitus,which is the main cause to the low efficiency of the professional development mechanism.This misrecognition includes the teacher's role as the ruled in the ruling class,the cooperation of the teacher professional learning community and the teachers' professional decision-making of the bureaucratic hierarchy.Lastly,the research puts forward the possible approaches to deal with the problems.That is to say,teachers should transform the teachers' professional capital and improve the field structure by developing the agents' habitus to make agents take the preferable strategies in the capital conflicts.The formulation and implementation of teaching policy is used to prove that it is necessary to put forward a constructive strategy to improve the teacher professional development mechanism in China.