The Realm Of Self-awareness

With the development of the global education reform,teachers' professional learning is regarded as an important way to improve the quality of education,school improvement and students' academic achievement,and has become the focus of educational policy.However,guided by instrumental rationality,teachers' professional learning is often regarded as a means to improve teaching skills and students' achievement,and more attention is paid to results and effectiveness.Based on this,teachers' continuing education policy and teachers' professional development activities mostly put teachers in the position of "passive" and "object".Teachers' free will and emotional experience as a whole have received little attention.How much freedom does a teacher have in learning this teacher's own business? It is necessary for us to understand the learning status of teachers in real educational life,to listen to how teachers understand their learning,to listen to and observe their feelings,experiences and behaviors when key learning events occur,and to understand their choices and give up in learning events.Five quasi-expert teachers from elementary schools are selected as objects.Through the research,researcher hopes to show their experience,conditions and problems in professional learning in the course of professional development using narrative in-depth inquiry.What's more,the deep reasons of these problems are explored.These goals can only be realized by the abundant and fresh information available from qualitative research.The characteristics of qualitative research methods determine that this study does not pursue generalization,but tries to restore the real learning state of several ordinary teachers in the process of professional development.After nearly 30 years of research,the concept of teachers' professional learning is still not widely accepted.Besides,the content of teachers' professional learning research also covers all aspects of teachers' professional learning with their different theoretical frameworks.The main part of the dissertation will focus on the core issues of teachers' professional learning,with the basic framework of "what is teachers' professional learning,why,what and how to learn".The dissertation is consisted by Introduction,five Chapters and Conclusion.In the Introduction,the origin,significance and core concepts of the research are briefly introduced.Then,it analyzes and comments on the existing related research of teachers' professional learning.In Chapter 1,the research design is introduced emphatically,including the two research problems of subjectivity and integrity of teachers in professional learning to be discussed in this study,as well as the research objectives set around the research problems,research ideas and methods adopted.What's more,the related problems of qualitative research adopted in this study are discussed.In Chapter 2,the living,learning and working conditions and the process of selecting the five teachers are introduced.And detailed records are made of the basic process of research,including the source and selection of research objects.In Chapter 3,the self-awareness of teachers' professional learning,that is,why teachers learn,will be taken as the focus of analysis.The analysis includes teachers' professional learning view(teachers' individual cognition of teachers' professional learning),learning motivation(complicated dynamic mechanism of teachers' professional learning),and learning opportunities(struggle in opportunities and challenges).Based on this,teachers' emotional experience,choices and thinking on the way to professional learning are examined.In Chapter 4,teachers' selection of learning content in different stages will be presented according to the marking stage of teachers' professional development.In Chapter 5,how teachers choose learning methods and ways in the complex social situation is examined through the teacher's key events and important others.Teacher's main learning methods and the deep reasons underlying are also presented.Based on the deep description and analysis,findings,limitations and further research are showed.Firstly,Teachers' professional learning has different levels,and the promotion of teachers' awareness and freedom of will are achieved through learning.Most expert teachers are in moral realm,they consciously understand the significance of professional learning,have greater spiritual freedom,and can pursue independent professional learning and development beyond the restrictions of system and conditions.Secondly,learning is the capital for teachers to realize the transition of professional class.Thirdly,Primary school teachers have legal and limited freedom in learning.Teachers' lack of discourse power in institutional learning inhibits their learning motivation.Regulations which are bottom-up and teachers' led may stimulate teachers' learning motivation and break the system dilemma.Finally,teacher professional learning community is important in teacher training activities.It is the key to improve the effectiveness of teachers' learning and realize "in-depth learning",and it is also an effective strategy to promote the in-depth change and continuous improvement of schools.