The Attribution Research On The Problem Of In-Service Teacher Education Based On Professional Development

Professional development of the teacher is the ladder which the teacher grows,but in-service teacher education is an important way of promoting professional development of the teacher.Therefore,there is the vital significance about studying the problem of in-service teacher education to promote professional development of the teacher.On the base of reading materials,with the combination of questionnaire, visiting and comparison,it is found that the problem of in-service middle school teacher education is serious.The author sums up the problem of in-service middle school teacher education as following:the cognitive stratification,the practical stratification, and the effective stratification.Based on F.Heider's attribution theory of the exterior and internal reason,this dissertation analyzes the exterior and internal restrictive factors in those problems. Many scholars research the reasons of the problem of in-service education from educational external environment;this dissertation puts emphasis on the education activities themselves.Exterior restrictive factors mainly include the reason for the educational division and the school.As for the educational division,the problems are lack of management systems;the funds lack system safeguard coexisting with carrying out the deviation;the administrators lack understanding and researching of the actual situation of teachers;flawed legislation.For the school,the problems are the following respects:the school administrators lack enough support for it;the rules and regulations are not perfect,the supervisors cannot carry on the effective management to the teacher; the shortage of books and reference materials;the supervisors neglect to track and instruct.Internal restriction factors mainly include:the "participant",the "instructor" and the educational media.The aspect of the "participant" is that the intrinsic demand which the teacher studies is not strong;the teacher does not construct and internalize knowledge;and the teacher does not carry on introspection and self-assessment after they participated in-service middle school teacher education.The aspect of the "instructor" mainly is lacking of strict optional standard;they lack recognizing intrinsic structure of the professional development of the teacher;and they have the tendency in summary appraisal.The aspects of the educational media mainly are:in-service education is deviated from the goal of professional development of the teacher;the content of in-service education does not satisfy the needs of the professional development of the teacher;the method of in-service education fails to stress gradual characteristic of professional development of the teacher;the means of in-service education fails to take into account characteristic of adult learners;organizational form of in-service education does not consider professional characteristic of the teacher; material conditions of in-service education are relatively poor.According to the above status quo of in-service teacher education and the analysis, and based on structure of professional development of the teacher and the content of professional development of the teacher in-service education phase,this dissertation puts forward several suggestions:renewing idea and setting up the consciousness which in-service education promotes the professional development of the teacher;establishing the main role of the "participant" status;strengthening team-building of the "instructor"; reinforcing the construction of the school administration system and providing the supported condition;setting the necessary policy to play the leading role of the government.