The Research On Practical Teachers' Autonomy In Secondary Vocational School

Currently teacher professional development is a hot topic in education reform. People have a new understanding and ideas on teacher development, such as strengthening the knowledge and ideas of teacher professional development; enhancing their ability to educational practice; raising teachers'social status.. In these claims, we found that researching on the issue of teachers'professional autonomy is necessary both at the theoretical and practical level. It is important to promote teacher professional development. In particular, as far as practical teachers in secondary vocational schools, they don't have a clear concept of practical teachers'professional autonomy. Therefore, it's very meaningful to understand the current situation of practical teachers'professional autonomy in secondary schools and to explore the reasons for the absence of teachers'professional autonomy and make relevant recommendations. This study consists five parts:The first part is preface. It states the origin of the problem, the purpose, significance and the core concepts of the topic, including the practical teachers, professional autonomy, teachers'professional autonomy and practical teachers'professional autonomy.The second part is literature summarizing. This part analyzes and consolidates the preexisting documents to interpret teachers'professional autonomy from different aspects and we find some inadequacies in existing researches.The third part is research methods and research process. Using the questionnaire made by myself"the survey on practical teachers'professional autonomy in secondary schools", and the study surveys some practical teachers in Liaoning province.The fourth part is the findings and analysis. The advantages and problems of practical teachers'autonomy are analyzed by the findings of the surveys and attribution.The fifth part is the implementation strategy. According to the problems of practical teachers'autonomy, we think it from the following aspects: firstly, they should promote the empowerment of practical teachers. Secondly, they should awaken the awareness of self-development. Thirdly, they should strengthen professional identities of practical teachers. Fourthly, they should establish professional communities of practical teachers. Only following by these aspects, the realization of practical teachers'professional autonomy has possibility.