Research On The Influencing Factors Of Teacher Professional Development

The function of teacher occupation is not only "nurtures others" but also"nurtures oneself'. Only then the teacher has highly "nurtures oneself" ability, then hasthe possibility to achieve the goal of "nurtures others".The education is a systems engineering. The teacher professional development is inthe education system, so it must be influenced by the system. The teacher professionaldevelopment is not only teacher things, but also influenced and restricted by thecomplex education system The key point of this paper is study how to transferdisadvantage factors to the favorable factors to promote the teacher career developmentwell, unceasingly rich and the enhancement the teacher's ability of "nurture oneself"and "nurtures oneself". The new curriculum reform put forward completely newrequires on our view and understanding of education, curriculum, teachers and students.The development of teacher professional is confronted with both inner and exteriorobstacles. We need to explore the factors that influencing teacher professionaldevelopment and accordingly find the strategies for sake of the pertinence, validity andavailability of our efforts. Realizing present situation of the teacher professionaldevelopment, inquiring into affects factor of the teacher professional development ispremise and the basis to promote the teacher professional development. In view ofaffects the teacher career development factor, forms promotes the teacher careerdevelopment strategy.The essay analyses the influencing factors of teacher specialty based on lots ofrelevant research. The research methods include documentary analyze, investigation andinterview. The author tires to develop a systematic strategy research on teacher specialtydevelopment which would be of great pertinence and validity.There are altogether 4 parts in the essay. Part1 is the introduction where theinfluencing factors and actuality of teacher specialty are summarized. The authoranalyzes the theoretical and practical significance of the research. The research methods and basic thing are also introduced in this part. Part2 is the connotation of teacherspecialty development. Relevant concepts such as specialty and specialization, thecharacteristics of teacher specialization are introduced through a look back on thehistory of teacher specialty development. Furthermore, the author concretely discussesthe connotation of teacher specialty development and the relation between teacherspecialty development and teacher specialization. At last, the structure of teacherspecialty development is developed herein as the knowledge, affection and selfhood ofspecialty. Part3 analyses the influencing factors of teacher specialty development. Theactuality of utilitarianism is comprehended through the author's investigation and thereference on relevant research. Taking teacher as the frame of reference, these factorsare classified as inner and exterior factors. The inner factors include the teacher'snarrow minded view of education, i.e., utilitarianism; lack of self confidence and lowsense of self-efficiency; misunderstanding on utilitarianism etc. Exterior factors arerepresented as the behindhand system of teacher education, the Unitarianism on teachermanage, the utilitarianism on teacher evaluation, the immaturity on theories andorganization of teacher specialty development, the cultural obstruction on teachers andthe utilitarian value view etc. Part4 is the research on strategies for the promotion ofteacher specialty development. In aspect of inner factors, the author protests thatteachers should change their ideas on teacher specialty development and make greatefforts on their own educational practices. In aspect of exterior promotion, a reform onteacher education for its being whole, individual and practical is necessary. Also, thedemocracy of teacher management, the expansibility of teacher evaluation, the open ofteacher culture and the public's understanding on teachers are strongly advocated.