Promote The Teacher's Professional Development In Different Stages

The teacher's professional development studies rised in America and prospered inEurope and America between the 1970s and 1980s. "Promote the teacher's professionaldevelopment"and "Improve the teacher's professional status", have been commonlyaccepted by educators. Among the researches on teacher's professional development, manyexperts have researched on the stages of teacher's professional development,and they havegrasped the characteristics of different stages. And teachers in different development stagesneed different development strategies, but the research in this respect seems particularlyinsufficient. However, how to promote teacher's professional development in differentstages, is the most important for teachers in reality. As a central site for teacher'sprofessional growth, what kind of support system should be offered for the teacher'sprofessional development? According to the characteristics of each stages of the teacher'sprofessional development, how to provide development strategies for teacher'sprofessional development? How to achieve the teacher's professional development for life?This will become the new focus that people pay close attention to.In the way of case study, the research attempts to help educational administrators andteacher trainers to put forward different developmental demands for the teachers indifferent development stages, also to help them to design different development projectsand launch professional development activities, aiming to prompt the teacher'sprofessional development in different stages.The research in this thesis has mainly used the qualitative case research and narrativestudy, regarding The Experimental School of Shanghai as the research object of the case.This school is the first professional development school in Shanghai, which has renewedthe teachers'professional development structure of different stages. Also, it has alreadypromoted the teachers professional development effectively. The body of this thesisdiscussed in three respects on the issues of how the teachers in different developmentstages seek their self-development in school environment.First, the author explores the different professional development activities at the levelof school, at the level of group and individual in Shanghai Experimental school, alsoexamines the measures and system construction methods used to promote the teacher'sprofessional development in different stages.Second, the author discusses in detail on the realization of the professionaldevelopment from the perspective of the development of the lessons-comment system.Third, the author describes through three individual cases on how teachers seek theirdevelopment in the school, which provides the support system for teacher's professionaldevelopment in different stages.Thus, the author draws the discovery conclusion of promoting teacher's professionaldevelopment in different stages and offers a realistic idea for that.