A Practice On The Professional Development Of Teachers

The teacher's quality is the basic guarantee that our quality education could be put into effect. The teacher's professional development is the basic prerequisite that Chinese education is heading for modernization. Therefore, it's really important to investigate the present situation of teacher's professional development. As the result of the searching field of teacher's professional development is so broad, the writer limited the study field in this paper: Using the theory of multiple intelligences (MI theory) as the medium, to observe the teacher's professional behavior in the classroom and the relevant educational idea by way of practice research, trying to explain the present situation of the teacher's professional development, and putting forward the relevant improving ways.In the part of theory research, the paper made a thorough inquiry of the history and present situation of the teacher's professional development by way of document summarization, and analyzed the influential way of multiple intelligences theory to teacher's mind and behavior, especially indicated that the classroom, as the major working place of teachers, is the best place in which the levels of the teacher's professional development being reflected. The practice research of the multiple intelligences theory also provided the effective motive power and brand-new visual angle, and became the fulcrum of the research.In the part of practice research, the paper took use of the combined methods of the quantitative research (questionnaire) and qualitative research (case-study and talking with the principals and teachers), studied and explained and analyzed the actual performance and the connotation of the teacher's professional development by using the MI theory, summarized and exposed the relevant questions during the research, also provided some suggestions to promote teacher's reflective thinking.After the observing and analyzing the situation of the teacher's professional development, It can be found that although teachers in different elementary and secondary schools have developed their professions on different levels, the development are quite unbalanced. The common ground and difference in different part of the professional development existed in the same time. The distance between recognition and action could not be looked down upon. Moreover, the school evaluation and the value and excitation mechanism always construct the most concrete and influential psychological motive force environment and the selecting premise of teaching practice.In the part of conclusion, the paper put forwards some effective suggestions for the teacher's professional development: the teachers at their posts should promote their quality in the field of educational theory, enforce their study idea during the daily teaching practice and become the active and conscious researchers. Teachers in elementary and secondary schools should study by way of case-study and behavior-study which are different from the way that otherprofessional researchers have ever done. The form of the achievements of the teacher's professional development should also be varied. Moreover, the school and the society should provide the more active and comfortable environment for the teacher's professional development.The study is still going on, so does the teacher's professional development. The best description of the process may be like this: Always to be better.