The Growth And Development Of Researcher Teacher

Along with the trend of international education reform, China launched the 8th curriculum reform in basic education in 2001. Compared with the former seven reforms, it has changed fundamentally in teacher's concepts, teaching mode and students' study manner. It has brought many good opportunities to the teacher's professional level as well as the severe challenges. Facing these challenges and opportunities, teacher's competence becomes the pivotal factor for the success of education reform. How to break through the bottleneck that restricts the education development and quicken teacher's professional development become the theme to be concerned about.It has been accepted broadly that "Teachers as researchers" has the same meaning as teacher's professional development. Therefore, researcher teacher becomes the goal of teacher's professional development. When the new curriculum are being carried into execution gradually in our country, it is urgent to upgrade their competence and change their concepts for all the teachers. Especially, under the background of "vitalizing Primary and Secondary School through educational research", it has the significance in advance to bring forward strategies that boost the growth and development for researcher teacher.Consulting many scholars' papers, I chewed on all these thoughts carefully and put forward the significance and the connotation of researcher teacher under the background of curriculum reform. Hoping to contribute to the growth and development for researcher teacher, I bring forward four strategies in allusion to the problems that exist in the teacher's professional development.The dissertation includes six parts.According to the trend of international teacher's professional development and the magnificent background of the new curriculum reform, part one callsfor the teachers to acquire higher competence. The basic education demands researcher teacher.Part two dissertates the significance of "Teachers as researchers" from the point of view of the history. It will probe into the probabilities from the following demands: the era of knowledge-based economy, the teacher's professional development, the reform of new curriculum and the development of educational research.Aiming at enrich the connotation of researcher teacher, part three discusses how to change teacher's educational concepts, enhance the teaching capacity and improve the accomplishment of scientific research. In detail, it includes the views of the teachers, students, curricula and teaching; the capability of introspection, supervision and exploration on teaching; the consciousness, competence and method of scientific research; the spirit of innovation; the capacity of cooperation and communication.Part four reviews these disadvantageous factors that cumber the teacher's professional growth and development, such as superficial consciousness of scientific research, laggard teacher's training, improper school evaluation and so on. Furthermore, this kind of evaluation counteracts the implement of quality-oriented education, restricts the teacher's professional development, confines the exertion of the spirit of regiment and affects the reform in teacher's teaching.Part five attempts to bring forward the following specific strategies to promote the teacher's professional growth and development. The first improves the construction of school system. The second implements the school-based teacher training. The third introduces the developmental evaluation on teachers. The fourth develops the introspection-based teaching.Part six is the epilogue of the dissertation.