Research On Teachers' Learning Dynamics

The changes of the times,the transformation of society,and the reform of education require teachers to constantly update their knowledge structure,to continuously improve their professional qualities and abilities,and to achieve self-renewal and professional development.Therefore,learning should be a conscious lifestyle for teachers,and teachers should be conscious learners.However,over workload and stress,long working hours and psychological burnout are the normal conditions of current teachers.Futhermore,the lack of professional development awareness,lack of initiative in learning,and lack of self-learning ability have become the biggest bottleneck for teachers' own development.For teachers to consciously and voluntarily study,the key is to solve the problem of teacher motivation.The problem of teachers' motivation for learning is a realistic problem that needs to be solved to ensure that teachers effectively study and improve the quality of teacher education and training.It is also a theoretical issue that needs urgent research in the field of teacher learning.However,according to existing studies,the motivation factors for teacher learning have not been systematically sorted out.The motivation behind teacher learning has not yet been revealed,and some of the deeper theoretical issues remain unresolved.By using the fixed method of case study and in-depth interview,the connotation and characteristics of the teacher's learning motivation,the motivational factors of teacher learning,and the inner mechanism of the generating and changing of teacher learning motivation have been studied in a three-dimensional and panoramic way from the perspectives of multi-disciplinary such as psychology,management,sociology,philosophy,and the perspectives of micro,meso,and macro.Three basic conclusions are drawn: Teachers' learning motivation is generated by the interaction of teachers‘ individual factors,organizational factors,and social factors;teacher motivation is dynamically changing due to the superposition of multiple forces;teachers' learning motivation is more personal and less common with the coexisting of complexity,and uncertainty.This thesis consists of three parts: introduction,six chapters,conclusion and outlook.The introduction part introduces the reasons for the topic and the research design,including the background of the topic,the core concepts,existing research reviews,research design and research significance.The first and second chapters introduce motivation theory and communication theory as the theoretical basis of the study,and elaborate the basic understanding of the research on the motivation mechanism of teacher learning.That is,teachers‘learning motivation is human‘s learning motivation,teachers‘ learning motivation is from the relation power of teaching and learning,and teachers‘ learning motivation is the driving force of professional practice.In the third to the fifth chapters,the motivation factors of teacher learning are analyzed from three levels: teacher individual,school and society.The individual level includes: ideals and beliefs,needs and awareness,concepts and understanding,interests and responsibilities,determination and perseverance,etc.;the organization level includes: school culture,management system and teachers‘ interaction;the social level includes: political factors,economy factors,cultural factors,etc.Based on the third to the fifth chapters,the sixth chapter analyzes the inner mechanism of the teacher's learning motivation,including the endogenous mechanism,the external drive mechanism,the infiltration mechanism and the game mechanism of teachers' learning motivation.The conclusion and outlook section put forward three conclusions and looked forward to the follow-up study.