Growth In Training

Paying attention to teachers and researching their professional development and training have become an important area of educational reforms and development in the world. The idea using "teacher professional development" to lead the training of teachers has been widely accepted. However, compared to the current wealth of theoretical research of professional development of teachers, the research of teachers' training activities in practice is not enough. The research of the concrete process of teaching and learning is particularly weak in teachers' training.To attain the end above, the author took four student teachers as analyzing object of the study in the full-time teacher training project at Luwan District in Shanghai. From the perspective of the phenomenon, this paper used the paradigm of qualitative research to analyze. The paper accurately presented the process of professional development of four trainees in the training of teachers and analyzed the training program from the changes of the participants themselves. There are tow meaningful points. On the one hand, the study could help us see how the factors given by us interacted in the actual process of the the training project to enhance their development more clearly. The original knowledge, experience of teachers and the complex factors of their outside their professional area experience was how to impede or accelerate the effect of these impacts. On the other hand, the study also could facilitate further study and reflection of the teachers' training project which has become more mature and has melted many advanced training ideas in Luwan District in Shanghai.The study included four parts as follows.The first part of the paper introduced the basic background information of the full-time training program in Luwan District to train teachers.The second part described the different views of the District Institute of Education, schools and teachers. Because of their views respectively, various conflicts arose and influenced the attitudes of the student teachers in the process of the training project. Besides, facing these conflicts, this part described how the student teachers adjusted and converses their own attitudes and understandings to their own training programs and their own professional development. The third part was the key point of the study. This part encircling the activities of the discussion of group as the case truly demonstrated how four student teachers of Chinese in the secondary school put the ideas of product into the development process of their own classroom practice in the teachers' training program gradually.On the foundation of the three parts above, the fourth part analyzed the various complicated factors which effected the professional development of teachers from the perspective of their own changes and pointed out the places which we could learn and we should reflect.