Study Of Middle-aged Teachers' Professional Development Issues

Since 1980's, teachers professional development has become one of the center focus and contemporary education reforms. But current teachers professional development research mainly concentrate in youth teachers professional development, and concentrate less in the middle-aged teachers professional development, school-masters neglect the construction of the middle-aged teachers, schools pay more attention to the youth teachers development, and the middle-aged teachers' conscio—usness towards their own professional development is also weaker ,the middle-aged teachers professional development becomes a coldly treated district, so this text will analyse the factors of obstructing middle-aged teachers professional development by a questionnaire and interviews to the teachers of the five junior middle schools in Tongxiang , combining the characteristics that the new course reforms and the middle-aged teachers ,give out some suggestions to help middle-aged teachers develop further and school-masters manage schools better.This research divides five parts.The first part is an introduction, will elaborate origin and meaning of this research, define middle-aged teachers and professional development , putting forward the target, contents and methods of this research , looking back to the study.The second part emphasizes the study of the theory of the middle-aged teachers professional development .It is important for schools, students and middle-aged teachers themselves to develop middle-aged teachers ,then describe the appearance of their work and lives, announcing the characteristics of the professional development of middle-age teachers.The third part describes middle-aged teachers' work appearance, professional development condition, the knowledge of their professional development and schools circumstanceof middle-aged teachers professional development,according to the questionnaire and teachers' interview.The fourth part emphasizes the problems of the middle-aged teachers professional development ,including low professional character, weak professional development consciousness, lacks of the school's support to develop middle-aged teachers, in the meantime at to the foundation which exists problem analysis up, then put forward the baffling factors of middle-aged teachers professional development, including the influence of teachers' personal environment and organization environment.The fifth part emphasizes to put forward the counterplans which promote middle-aged teachers further professional development, mainly including the school-masters' attention to the construction of middle-aged teachers, the guarantee from schools and middle-aged teachers' individual actively professional development.