The Research On The Professional Development Context And Dynamics Of Cadres Academy Teachers

This study is a qualitative research,concentrating on the teachers' professional development in cadres academy,with cultural-historical activity theory as the research perspective,through making a multi-case empirical analysis and theoretical construction on the context and dynamics of teacher professional development in cadres academy.In recent years,Chinese cadre education has developed rapidly and played an essential role in the communist party and social development,which cannot ignore the teachers' outstanding contributions in different cadres academies.However,as a “nonordinary” teacher group,the working conditions and professional development contexts in cadres academies have not enrolled in the relevant researches.This study combines cadre education,teacher professional development,and workplace learning,and focuses on the overarching question of “how do teachers in cadres academies endeavor professional development at workplaces”.Through the prophase of cadre education experience and literature review,the author captures the breakthrough points of the fieldwork and carries on the in-depth investigation to three representative provincial cadres academies.By the perspective of “micro + medium” in tracking the three teachers for more than two years,the author collects qualitative data and applies structured coding,presenting the teacher's professional context and the working condition in the cadres academies.Based on Yrj? Engestr?m's activity theory,this research analyzes the professional development dynamics of teachers in cadres academy in three typical professional contexts,and formulate the D-RIC dynamics of teacher professional development in cadre academy through cross-case analysis,to develop a brand new understanding of teacher professional development.The field investigation shows that themed instruction,training facilitation,scientific research and consultation are the typical professional contexts on which the professional development of teachers in cadres academy depends.It has the characteristics of time and space variability,multi-interaction,contradiction and dilemma,practice orientation,which is quite different from the professional context of general education teachers.This study shows that D-RIC dynamics are substantially extended learning with“multi-context practice,multi-agent coordination,multi-rules driving,multi-artifact support,and multi-dimensional development.” Teachers in cadres academy take serving the development of the national strategy and the cadres as the responsibility and regard itself as the dynamic of the subject.Immersing themselves in the professional contexts of themed teaching,training facilitation,scientific research and consultation etc.,based on the rule,instrument,community,they overcome the contradictions,difficulties,and challenges in the constant development,through active inquiry and reflective practice,gradually realizing the spiral ascension of own professional philosophy,professional knowledge,and professional competence.Furthermore,the connotation of teacher professional development reflects the new characteristics in the cadres academy teachers,the professional knowledge pays more attention to the combination of theory and practice,the professional competence highlights the integration of teaching-research-consultation,and the professional philosophy emphasizes the academic,political and learner-centered.This study theoretically extends the space,time,value,and subject orientation of teacher professional development research.The space extension transfers from classroom teaching to three typical professional contexts.The time dimension crosses the boundary of “past-present-future” from linear development.The value orientation extends from serving teaching and the future development of students to serving the country,political parties,and the current work of students.Furthermore,the subject dimension pays attention to the integration of teachers' professional practice and extends the role of teachers to the “subject of educational reform.” The promotion of these four dimensions mutually integrate.The professional practice activities of cadres academy teachers broke through the boundary of the space and time,establish the connection between teachers' professional development and cadres education quality,and point to the value of professional development to serve the society,showing the significance of teachers' professional practice in the context of social culture and history.This research builds a bridge between theory and practice,provides related strategic support and practical facilitation for the professional development of teachers in cadres academies,and promotes professionalism,further,to improve the quality of the cadre education.