On The Life Consciousness Of Teachers' Professional Development: Ideal Pattern And Realistic Analysis

How to promote the teachers’development has always been the focus in the educational field along with the proccess which started from the teachers’ specialization to the teachers’ professional development. Although we have done a large number of studies on the teachers’ professional development both in abstracto and practice, while there are still a good many problems existing in the teachers’ professional development. These problems can be described as follows. The "life-absence" of the teacher in the professional development; some teachers have no incentive to participate in or plan the development; teachers sometimes are fed up with training or continued learning; a number of teachers are in a passive condition in which their development is based on external command not on self-consciousness; teachers have low professional self-identity, etc. So what the mode of the teachers’ professional development should be? The core of education is life. Then how can the professional development be a self-conscious and aggressive vital movement for teachers to practice? The paper offered countermeasure and suggestion based on a theoretic discussion and on-site investigation on the teachers’professional development from the perspective of life self-consciousness.The paper includes four parts. The first part illustrated the origin,meaning and correlation studies of the research. Besides, it clarified some concepts such as life self-consciousness and the teachers’professional development, and made a brief statement on the research idea and approach.The second part is a theoretic research on the life self-consciousness status of the teachers’ professional development. It started with an reading on the life self-consciousness of the teachers’ professional development, and then analyzed the superfine teachers’life self-consciousness state in their professional development by the way of text analyzing. As a result, this part explored the dimensionality and the core of the life self-consciousness of the teachers’ professional development. It includes five dimensionalities:self-conscious realization, active development, self-discipline and self-control, self-reflection and self-transcendence.The third part is an investigation and analysis on the realistic mode of the life self-consciousness of the teachers’professional development. Investigation was carried out on the issuance of questionnaire that designed on the basis of the conclusion of the text analyzing. The principal conclusions are as follows. Firstly, the state of the life self-consciousness of the teachers’ professional development was fine in general but discrepant between individuals. Secondly, there were imbalances in each dimensionality and among dimensionalities. Particularly, teachers had high sense of the educational responsibility towards students while held low professional self-identity and happiness; a majority of teachers had active consciousness and aspiration but done little; teachers advanced their professional development by external driving force. Thirdly, individual background, school location and type had little influence on the life self-consciousness of the teachers’ professional development. However, the scholastic activities, excitation mechanism and teachers’ interpersonal relationship had some effect on it. Fourthly, the quality and ability of self-conscious realization is the principal factor to advance the teachers’ professional development. Apart from this, active development and self-transcendence are the representative dimensionalities.The fourth part tries to offer countermeasures and suggestions on a deep thinking between the idealistic mode described by text analyzing and the realistic mode reflected by the positive investigation. In this paper, the possible ruote and methods to improve the status of the life self-consciousness of the teachers’ professional development are as follows. Firstly, teachers should pursue a professinal development which returns to life. Specifically, we need to guide teachers to realize the value and significance of their life, view teachers as people not gods and return their right of life, and carry out humane management and highlight teachers’ value. Secondly, we must reach for a perfect inside and outside support system. For instance, we can strengthen teachers’consciousness and ability of self development, form better interpersonal relationship and cooperative culture and establish teachers’ community of practice, implement teachers’ professional autonomy right and reform the in-service training mechanism. Thirdly, teachers should promote creative consciousness and acquire a happiness life. Go in detail, they could cumulate the knowledge capital and educational wisdom, and pursue creative happiness in the professinal development.