Research On Junior Middle School Proficient Teachers' Professional Development Based On Stages Of Concern Theory

The process of teachers'professional development is from immature to relatively mature then enhance for whole career life. The career life goes through 3 stages, namely novice, proficient and expert teacher. The proficient stage is the key stage of teachers' professional development. The proficient teachers are the core of fundamental education, in the stage of leading novice teachers to develop and break through themselves, and then to keep developing. Their growth is directly related to the level of education quality. However, too much emphasis on induction of novice teachers or expert teachers route to growth in previous studies, while neglect the study on the proficient teachers'own professional development. In this study, based on the stages of concern theory proposed by Hall, with the New Curriculum Reform in China, investigate junior middle school proficient teachers'stage of concern, according to survey results, and bring forward specific strategies for junior middle school proficient teachers.The paper is composed of four parts as follows:The first part is introduction, including the problem arose, theoretical principle, literature review, research purpose and meaning, ideas and methods.The second part defines the junior middle school proficient teacher, and analyzes their traits.The third part is status survey, select 102 junior middle school proficient teachers from Lanzhou Gansu Province as the object of study, using questionnaire and interview, research on their stages of concern in the New Curriculum Reform implementation, evaluate the dependency on the school, the final qualification, gender, teaching grade through divergence testing. And the author interviewed 4 junior middle school proficient teachers through semi structured interviews. Analyze the concern of implementation, impact and the support environment of the New Curriculum Reform and find the junior middle school proficient teachers from Lanzhou Gansu Province already have clear and objective understanding of New Curriculum Reform. Their stages of concern are in the consequence stage and the collaboration stage. Then the author analyzed both external and internal effects. The mainly external effect factors are institutional level, value level and cultural level. The mainly internal effect factors are professional values, professional knowledge and professional competence of teachers. The fourth part based on the status survey, looking at the effect factors, brings forward strategies form the supporting environment, model notion, enhance response capacity. This includes society, parents, experts in educational administration and school support and cooperate; fulfill developing teacher evaluation system; holding the role of rational expectations for junior middle school proficient teachers; shaping the correct concept, thus improve the psychological quality of teachers; carrying out instructor led training; adopting school-based training mode, and improving the educational levels.