From Just Teaching To Happy Devotion: The Professional Development Of Teachers

There is a permanent rule with all social occupations:Only when a social occupation has become specialized can it acquire good social status and be respected by society. With the development of society, the professionalization of teachers has become a necessity. Only the professionalization as well as the lifelong sustainable development can ensure teachers'realization of their self-worth and happiness in their educational undertaking.In order to promote teachers'professional development, the educating authorities have made a lot of efforts and invested a tremendous amount of money. New training measures and management modes have been continuously put into practice, but all these above are carried out by means of the top-down approach. The opinions and suggestions from the front-line teachers have not been paid sufficient attention to, and this causes their disappointment and numbness and even unprincipled obedience and self-surrender, resulting at last into their lack of initiative and enthusiasm with regard to their teaching.The same situation is found in the research field, where the professional development for teachers is also conducted from the top-down perspective. Therefore, the real professional development needs for teachers can not be responded and there exists the undefined guide to the professional development for individual teachers. In fact, the professional development for teachers is teachers'own development. As to the professional development research with administrative management and theory, the front-line teachers'opinions and suggestions ought to be listened attentively to so that the dislocation phenomenon concerning theory and practice at the present phase will be completely overcome and changed.Based on the above, this thesis adopts the narrative research method. The author will try to act as an observer in natural situations and offers a detailed and dynamic presentation and analysis in the micro-perspective level with regard to the professional development for teachers. In this way, the professional development for teachers can be investigated and probed from a new perspective. The main body of this thesis is composed of three parts:PartⅠis the introduction to the problem, which is composed of the first two chapters. The first chapter mainly introduces the origin and significance of this research, ascertaining the research topic and research methods as well as presenting and discussing pertinent documents; the second chapter adopts the qualitative research method to record and reflect on the predicaments which confront the professional development for teachers.PartⅡis the main body of thesis, which is made up of the third, the fourth and the fifth chapter. This part recounts the three stages with the professional development for teachers from the narrative perspective. Teaching is just the professional development for young teachers; the love of teaching is a breakthrough with the youth teachers; and enjoying teaching means the devotion to teaching and education. Through the case study of three teachers in their professional development, readers and researchers can examine the individual development for modern teachers, learn how general teachers work out the plan for their professional development and experience their ideals and pursuit. While sharing the happiness for their success, we can also get enlightened with teachers'professional development:what professional development is what teachers really need, and how to manage and guide them can bring the active effect to the professional development.PartⅢis the enlightenment of the research, which is composed of six chapters. This part reviews the professional development of the three teachers and find out the law for their professional development, thus coming to the conclusion:"To be fond of knowledge is better than merely to acquire it, to take delight in it is still better than merely to be fond of it." That is to say, in the management of teachers'professional development, to fully mobilize teachers'self-demand is the inexhaustible driving force and the supervisors ought not to follow suit; the individuality of teachers should be focused on and the development principles should be put into practice; relaxed atmosphere and evaluation for teachers should be created to allow time and space for teachers'professional development.Based on the principles above, we ought to reflect on the current training system and training measures to find out their advantages and disadvantages so that an effective ways in which the confused period for teachers'professional development will be smoothly transformed can be acquired.