On The Narrative Of Professional Development Of Chinese Teachers In Primary Schools

Beginning teacher is at the early stage and the most formative period of teacher professional development, so it is very critical for the professional growth of a teacher.Beginning teacher stage will have profound influence on the quality of the professional development throughout their career. Therefore, many countries are concerned about the professional development of beginning teachers, and attach importance to training and instructing beginning teachers. Under the impetus of the elementary education reform in China,the growth of teachers become important even irreplaceable section. Some direction will affect the growth of a major change in the direction of the curriculum reform. Nowadays, primary school teachers are in face of various problems and circumstances in the teaching process.Therefore, it appears imperative to make research into the professional growth of beginning teachers.This research focuses on exploring the professional growth of primary beginning teachers in the real situation by way of educational narrative research, during the process of exploring listening to their teaching and life stories, think about the reasons behind these stories, and explains the function and value of narrative inquiry for teachers growth.Study in a primary school in Q city with three Chinese teacher for a period of observation and cooperation, their teaching experience from 0 to 3 years. Durning the process of research,pay close attention to teachers behavior in the class and teaching language, in addition, the influence that these stories had on them was shown and reflections and analyses in this regard were also made.