Research On The Model Of Teachers' Growth Based On Art

Professional oriented teacher development paradigm mainly focuses on professional promotion, knowledge impartion and skills improvement. However, emotional needs of teachers has been neglected. In light of this, educationalists have been paying attention to the teachers’ value as a human being, giving full play to the teachers’ subjective and respecting teachers’ spiritual pursue.Art based teacher development paradigm emphasizes whole person development, encourages teachers to face their own emotional and spiritual problems and promotes teachers’ growth by artistic reflection and inquiry. Based on artistic teacher development paradigm and filed observations of art based teacher development practice in a Waldorf school in N city, this paper aims to analyze the practical effects of this paradigm and explores its value to teachers’ development.To begin with, this paper explores the art based teacher development paradigm based on changes in teacher development perception and teacher development mode and makes a conclusion about the theoretical connotation of art based teacher development; and then analyzes the relationship between art and teacher development. Based on post-modern teacher development paradigm that emphasizes whole person development, curriculum aesthetic theory and Arts-Based Educational Research, basic perceptions of art based teacher development paradigm has been concluded, that is, in order to cultivate artistic teachers and teaching, teachers are encouraged to do self research to explore the self consciousness and life experience, to realize teachers’ whole awaking and reshape their experience via art. As an artistic education mode, Waldorf education pays close attention to artistic development of their teachers. Choosing a group of teachers of a Waldorf school in N city as subjects, the author explored the current situation of art based teacher development in this school in hope of reviewing and renewing the theoretical value of this paradigm. In the end of this paper, the author sums up and draws three conclusions.First, this paradigm helps theachers to become a reflective practitioners. Second, the application rely on a new attitude to art and develpoment. Third, it ought to be used into the practice. And then, the author puts forward suggestions for later research on the application of art methods and the construction of aesthetic community.