A Study On The Professional Development Of Geography Teachers In Senior High Schools In

With the continuous development of new curriculum reform, the profession development of teachers is receiving constant attention. Geography teacher professionalization, which is an essential part of teacher professionalization, means that geography teachers, in a certain period, by means of systematic training and continuous learning, to attain and maintain relevant knowledge on geography education and teaching on the basis of the profession standards, and to obtain general social acceptance and relatively high social status.On the basis of research findings in the field of geography teacher profession development at home and abroad, this thesis defines the truth of geography teacher professionalization. Through questionnaire and interview to some geography teachers in Dongtai City, this thesis analyses professional factors, psychological factors and the very characteristics of geography that affect geography teacher professionalization. The results indicate that the following factors affect the development of geography teacher professionalization:high school geography teachers lack a high identification of their own profession; high school geography teachers possess a weak awareness of planning their profession development; teachers lack access to the democratic administration of the school; teacher appraisal mechanism requires improvement; the practical effect of the training of high school geography teachers needs to be increased; dilemma exists in the ideological identification in high school geography teachers; enormous gaps stand between the learning in geography teachers’college and the utility in their teaching process, and between the theories of pedagogy and psychology and the teaching practices in geography; a certain percent of high school geography teachers lack outstanding capability in understanding the concepts of self, self-assessment, self-efficacy and self-adaptation; a certain percentage of high school geography teachers lack teaching reflection or just conduct shallow teaching reflection. After analyzing the factors listed above, the author gives strategies and suggestions for several main problems, mainly in the aspects of increasing profession identification, relieving profession pressure, improving the awareness of profession planning and solving the knowledge dilemma.