A Study Of School-Based Instruction Research Under The Theory Of Teacher Professional Development

We believe there are several trends of the ways of teacher professional development: first, promoting the center gravity of teacher professional development which is based on the middle school; second ,it has been clear that the collaboration between university and school teachers is an efficiency qualification of teacher professional development; third , we believe that teacher professional development can be initiated and promoted with problem-based research. In this way, we believe that the development of school-based teaching research is an efficient way of teacher development.This thesis analysis several key words of school-based instruction research: school-based, self-reflecting, peer coaching, professional leading, which are both necessary and useful for achieving the goal of teaching development.Then we discuss two kinds of school-based instruction research: case research and problem research. Case research is based on the help of other teachers and guidance of experts. The whole process can be included in the way of lesson preparation, classroom attending, repreparation , reattending, and revaluation ,in this way we can see the advancement of the abilities of teacher instruction ; Problem-research is based on individual problem of life of teacher ,in order to solve the problem with modality of problem-research, this whole process including teacher's self-reflection ,peer coaching and professional leading of experts.In this process, with self-reflection of teacher , peer coaching of teacher and the professional of experts, the development of school-based teaching research will be achieved in this two ways. Finally we come to the conclusion that the school-based teaching research should be institutionalized which will make the teaching research conventionally, so that the qualification of research can be ensured.