Study On Workplace Learning Motivation Of Proficient Teachers

Teacher's career development presents a periodic dynamic process. The researches of domestic scholars like Shen Jiliang prove that the teacher's specialty development presents the stage pattern, and not rises linearly. Lian Rong and Meng Yingfang put forward the three-stage theory on teachers'career development: the green hand teacher, proficient teacher and expert teacher. In fact, a green hand teacher will stay in this field after becoming a proficient teacher. Any teacher can become"proficient", but it is difficult for them to develop from"proficient"to"expert", there exists a plateau stage between the proficient teacher and the expert teacher. The development situation at this stage is similar to that of a proficient teacher.Learning motivation is a kind of internal process or internal psychological state which stimulates and maintains an individual's learning behaviors and guides his or her behavior toward certain learning objective. The learning motivation propels the learning behavior and has a direct influence on the learner's learning attitude and learning outcomes. The learning motivation is not a stable trait; it is featured with dynamic nature, environment conditionality and field specialty. The special group of primary school teachers should have different motivations. A teacher's learning motivation is influenced by the profession belief, professional attitude, self-specialty development need, vocational satisfaction and social development requirement and other factors and has close relation with the teacher profession.As a result of which, this study attempts to conduct a preliminary analysis on the learning motivation of a primary school teacher for the purpose of providing some objective basis for the deepening teacher education campaign.Workplace learning takes place in the workplace and during the working process; its precise & typical definition is given by Billet and Mansfield. Billet reviews that workplace learning is a channel to obtain knowledge and skills under the direct or indirect guidance of proficient colleagues in the completion of practical tasks. It includes three layers of meaning: 1)Workplace learning takes place in the completion of practical work tasks;2)Workplace learning not always goes hand in hand with the formal teacher-student relationship, the guidance and demonstration of the mentor to the learner does exist and also plays a critical role during the learning process.3)The result of workplace learning is to attain the comprehensive and practical knowledge in addition to the book knowledge. The result of workplace learning is to obtain the declarative knowledge, procedural knowledge and thymogenic knowledge, namely the knowledge related to values and attitudes.We can see in practical teaching work that many green hand teachers gradually develop mature through their unceasing endeavors, and finally become the proficient teachers with strong professional foundations and strong points in teaching. And after that their professional development occurs the uncertainties of development, stagnation or retrogresses. All this are due to:1)The proficient teachers'teaching capability has been recognized, they have had their professional capacity developed to a certain stage, and obtained certain work achievements.2) Most of the proficient teachers have obtained their professional titles, and some teachers have got promotions with small space for post development. Therefore the proficient teachers themselves have insufficient learning motivation, and some even retreat.Through the questionnaire survey to the current workplace learning motivation situation of the proficient teachers in the two primary schools–---Yingyuan Primary School and Lvdi Primary School, which are directly subordinate to Jiading District Education Bureau in Shanghai city, as well as the individual case analysis on some of the teachers, this paper finds out the main problems existing with the workplace learning motivations of the proficient teachers, and makes in-depth analysis on the external and internal factors influencing the workplace learning motivation of the proficient teachers, and puts forward the countermeasures for the improvement of the workplace learning motivation of the proficient teachers.