Case Study Of Teachers' Professional Development Based On The Research Community

Education is becoming one of the most important roles to promote a national competitive ability in the 21 century.A consensus has been reached by both international and domestic academic circle that the quality of teachers is a determinant of the quality of education. Teachers' professional developments become a central problem of the international teachers' education research nowadays,but currently the study for the mode of the professional development is still relatively insufficient.The traditional scientific training method neglected the teacher's subjectivity,having hardly satisfied a professional development of teachers under the background of curriculum reform in China.The author starts from establishing the new mode of" teacher-researcher" integrated" research community of teachers' professional development",creates the case study based on the teachers' professional development, expecting teachers' professional development normalization,becoming the occupation life style of middle school teacher.Through the understanding of the content,stage and mode of the professional development of foreign teachers and analyzing various existing modes of teachers' profession development,and combining to the analysis of study community,the new mode- research community of teachers' professional development has been established and constructed from the connotation,contents,structure,characteristics,value etc.Middle school teacher and researcher of education theories together are studied jointly;starting from practical experience on their education career,both parties study the phenomena,problems in the process to carry on learning by exchanging views,discussions,investigations,forming the specific training strategy for the individual teacher.Then the teacher applies the new strategies to educational practices,integrated with specific personalized mental and spiritual infiltration,making it the real ingredients to his individual educational knowledge.While researchers will present questions raised from teaching practice to public whereas individual problems be solved by collective wisdom and inside theories value be promoted in the meantime and served as potential theories.Guiding practice with theory and nurturing theory with practice for mutual benefits is not only one of the aims but also a highlight of this paper. Taking the chance of the movement Thriving the countryside by technicians going to rural area,a study has been carded out to teachers of middle schools in Weixian county of Hebei province by means of inquiries and interviews.The inquiry includes 27 closed questions in three dimensions(knowledge structure,capability structure and professional ideology) and in 8 aspects(educational ideology,professional attitude,professional knowledge,teaching method,practice knowledge,teaching capability,research capability and self-development),with 2 or 3 questions in each dimension.The collected quantitative data then be processed by SPSS13.0 and EXCEL,as the qualitative data be encoded for final analysis.According to the result,the main body for the research forms with 3 biological teachers in middle school(A,B and C),the author and an education expertise A.To set up corresponding plan for the developments of teachers,systemic research and cultivation of the chosen teachers have been conducted in 6 steps:comprehensive guidance of professional development,instruction of weekly review for professional development,corresponding interview,class observation and record,case record of teaching,as well as description and analysis of each case.A conclusion finally is reached that the research community of teachers' professional development should be conducted in 5 aspects of educational ideology,teaching skills,teaching methods,research capability and self-study,and with descriptions of their professional development in case study.Another significant achievement of the study is the 3 teacher's professional development, for their improvements in profession and their continuous development in self-planning, self-designing and study.The empirical study also gives suggestion of the universal model of the training of teachers.The theoretical significance of the research is as follows:first,a new model has been found for teachers' professional development;second,the establishment of "research community" method opens new horizons for educational research;third,the empirical study gives suggestion of the universal model of the training of teachers.The practical significance lies in 4 aspects:first,based on educational experience,the study helps to find the connecting point of educational theories and practices,and increase the communication between researchers and teachers;second,teacher-orientation emphasis the importance of human, which broaden the mind for education research;third,theoretical research benefits both teachers and researchers through the improvement of quality of members in the "research community";fourth,the professional development has been recorded in various viewpoints and methods which provides fresh material for further study of teachers' professional development.