Based On The Sustainable Development Of The Quality Of Teachers

'The hope of a nation's development is education, the hope of developing education is the teachers'. High-quality education relies on the high-quality teacher. What is the high-quality teacher? Our answer is the teacher with the ability of sustainable development. Under this topic I try to answer the following questions in my thesis: What is the sustainable development of teacher's quality? What are the components of teacher's quality under the frame of sustainable development? What are the current characteristics of sustainable development of teachers in primary and secondary schools? How to improve the quality of teachers via life long education?Firstly, based on the definition of sustainable development in Our Common Future published in 1987and the conception of development of human being in developing psychology, I define the sustainable development of teacher's quality as development that meets the needs of the personal development of teachers and fosters the development of the students who are the object of education. In other words, the sustainable development should be able to stimulate the potential of teachers, and at the same time be sustainable on students, thus be able to assist the students to develop their own potential. By narrowing down the general definition of sustainable development, this concept is specific and carries the characteristics of the profession of education.Secondly, I research the components of the sustainable development of teacher: 1) professional ideal and education conception, i.e. the indication of development; 2) education, teaching ability, i.e. the ability of development; 3) and the emotional and physical quality that development may base on. In this thesis, I study the sustainable development of teacher from five aspects: motives of teaching, sense of teaching effectiveness, sense of student development, student cognition and the emotional and physical quality.Thirdly, I explore the characteristics of sustainable development of teacher based on the first-hand data I collected from 272 teachers from 14 primary and secondary schools. I find that the difference between male and female teacher is significant on their conception of sustainable development, and the male teachers holds prior opinions. Because of different sense on student development and student cognition, primary school teachers are differentiated from other group of teachers; teachers with secondary school educationbackground are differentiated from teachers with higher education background; although there is no obvious difference on sustainable development resulted from age difference, there are teaching motives and emotional and physical quality differences in various age groups; the aspect influenced mostly by age factor is the conception of teaching effectiveness; school type is not related with the sustainable development of teacher.Based on my research, I make the following suggestions to the practical scheme (the life-long continuous education) aimed at improving of sustainable development of teacher's quality. The premise is to relief the heavy burden of teachers by reducing the class size; re-set the standard of workload and assist teachers to alleviate pressure. The crucial point is to stimulate the motive of studying from the original 'want me to learn' to 'I want to learn'. By doing this, reform should be taken on the encouraging system, good guidance of value should be provided, and, individual oriented training purpose should be established. The major task is to reform the format and content of continuous education through adding of courses on self-accomplishment, implementing of integrated theme of education and focusing on interacted teaching process. The method is to change the approaches of continuous education via formulating regulation of on-job training with payment, verify forms of learning and maintain flexible feedbacks from teaching practice.