Pursuing The Real Pullulation Of Teachers' Life

Teacher's professional development is influenced and restricted by many factors. Such as teacher's case-history,employment environment and self understanding of professional cognition,capacity and attitude. If it is believed the most important exterior condition for teacher's development is school enviroment and mechanism, teacher's requirement and motivity are endogenetic power of professional development. thus, this research is for seeking teacher's relatively steady requirement and motivity in different career stage,offering the realistic idea and feasible mechanism to realize professional development for school administrator and common teacher.The main body of this thesis is started with literature reserch. In the way of cleaning up and estimating the results from both domestic and abroad, the author makes sure of the logical beginning and its value of researching. Secondly, this research follows the samples. There are three different teachers from elementary schools. The article shows that their ego world and ambient environment affected each other by lots of interviews. It tells the features of their different moments in career and the motivation it needs.Based on the research of the cases, a questionnaire about the requirement and motivity of teachers' development was held among 100 teachers from 4 different schools in Jiangsu. Zhejiang and Shanghai. Analyses and statistics have been made on the 100 teachers in vocational needs, the entry motives, values and stage of development and external conditions, and other aspects of the existing situation, leading to the inter-school comparisons of these four schools in the professional development of teachers in 10 classified indicators of findings. Thus, we were able to make a summary of the differences of the teachers' development between the sample school and the rest.The sample school is selected as the researching example for the mechanism part of this research. I carry out the research in the following six aspects: daily cooperation, taking researchful class, feedback from both the teacher and experts, comments from group members, teacher's saloon and the school website. By doing so, we hope to find out the shool's cooperative system of professional development, to discuss the active training mechanism which would be beneficial to the development of teachers and spur the inner incentive. Finally we expect to draw the researching conclusion in terms of the three basic respects: stimulation of individual expectation, formation of professional teams, and the cultural deposition of school reform.