The Analysis Of Social Factors On Influencing Teacher's Professional Development In Our Country

With the promotion of cosmopolitan teacher professionalization trend, teacherprofessionalization in China has gradually become the focus of research since the end of1990s. With the research going deeper and deeper,it is considered that the initial approachof teacher professionalization is the development of teacher individual. An important issueshould be study on how to promote the professional development of teacher in theeducation reform. So, the author preliminarily probed into some social factors influencingteacher's professional development in our country.This thesis consists of introduction,main body,conclusion.In the introduction, the author briefly summarizes the documents of teacherprofessionalization research in our country in recent years, accounts for the macroscopicbackground of teacher professionalization and author's research methodologies andthought-track. At the same time, the definition of concepts are regarded as emphasis in thissection, such as occupation and profession,teacher professionalization and teacher'sprofessional development, the intrinsic meaning of teacher's professional developmentalso be stated.The main body discusses the social factors influencing teacher's professionaldevelopment from three aspects: educational policy and system,school organization andenvironment,professional theory and professional organization. The author holds that thesystem of teacher professionalization are still imperfect and the distortion phenomena ofexecuting measures are more in our country. Some polices and rules have been behind theneed of professionalization practice so as to directable power of the authorities is limited.Quite a few schools are more difficult in acquiring information, outdated in managingmeans, slow in updating teacher's mind, and their abilities not equal to ambitions increating a favorable school environment to promote teacher's professional development.